towards common future: higher education in the sadc · prepared to accompany report entitled...

Prepared to accompany report entitled ‘Towards a Common Future’ Higher Education and SADC Regional Development

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Towards a Common Future: Higher Education in the SADC Region

Regional Country Profiles

The country study presented here was prepared as a part of the study “A Profile of Higher Education in the Region” published in “Towards a Common Future: Higher Education in the SADC Region” (SARUA, 2009). It is published here as an appendix to that report. The methodology used to obtain the data presented here is described in full in “Towards a Common Future” (see page 63 – 68). This methodology relied on surveys sent both to the relevant Ministry of Education, and to individual institutions in the region. Where data from the two sources did not match, a follow‐up process of data confirmation was undertaken, until agreement was reached. Although the data obtained via this method does not necessarily match data obtained using different methodologies (some differences are evident between the data presented here and that presented in other SARUA studies), in order to retain integrity of the data gathering process, no attempt has been made to manipulate the data artificially to reflect similar findings. Rather, the data must be read as having arisen from, and being true to, the particular methodology used in this study. The problems of obtaining accurate data from the region are well documented (mentioned in all SARUA studies, see particularly p. 65 of this report), and speaks to the urgent need for a process for regular maintenance of such data. We publish these country studies as supplemental information to that presented in the report itself, and hope that they will be of value to other researchers in the region.


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South Africa: Review of Public Higher Education

Key Country Context Statistics

Population: 47.391 million (2006) GDP: US$5,358 (2006) Human Development Index (HDI): 121 (2007/08) Unemployment levels: 24.3% (2007) Key economic sectors: Services and tourism; mining; manufacturing; agriculture, forestry and fishing; and utilities Principal exports: Metals, gold, diamonds, machinery and transport equipment HIV and Aids prevalence: 18.09% (2007) Gross Primary Enrolment Ratio: 107% (2002) Gross Secondary Enrolment Ratio: 90% (2002) Gross Tertiary Enrolment Ratio: 15% (2006)

Source: Country context data was obtained from a variety of sources: (CIA, 2008; SADC, 2007; UNAIDS, 2008; UNDP, 2008; UNESCO Institute for Statistics, 2006).


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TABLE OF CONTENTS

1. National Level Overview .................................................................................................... 4 1.1 Overview of HE at the national level ........................................................................... 5 1.2 Policy Context .............................................................................................................. 9 1.3 Governance and Management ................................................................................. 10 1.4 Funding ...................................................................................................................... 12 1.5 Quality Assurance ...................................................................................................... 14 1.6 Regional Collaboration .............................................................................................. 15

2. Public Universities ............................................................................................................ 15 2.1 Cape Peninsula University of Technology ................................................................. 15 2.2 Central University of Technology, Free State............................................................ 23 2.3 Durban University of Technology .............................................................................. 32 2.4 Mangosuthu University of Technology ..................................................................... 40 2.5 Tshwane University of Technology ........................................................................... 43 2.6 Vaal University of Technology ................................................................................... 48 2.7 University of Cape Town (UCT) ................................................................................. 54 2.8 University of Fort Hare .............................................................................................. 64 2.9 University of KwaZulu‐Natal ...................................................................................... 70 2.10 University of Limpopo ........................................................................................... 82 2.11 North‐West University ........................................................................................... 88 2.12 University of the Free State ................................................................................... 95 2.13 University of Johannesburg ................................................................................. 105 2.14 Nelson Mandela Metropolitan University ........................................................... 115 2.15 University of Pretoria .......................................................................................... 125 2.16 Rhodes University ................................................................................................ 137 2.17 University of South Africa (UNISA) ...................................................................... 147 2.18 University of Stellenbosch ................................................................................... 157 2.19 University of Venda for Science and Technology ................................................ 165 2.20 Walter Sisulu University ...................................................................................... 172 2.21 University of the Western Cape .......................................................................... 182 2.22 University of the Witwatersrand (Wits) .............................................................. 190 2.23 University of Zululand .......................................................................................... 204

3. References ..................................................................................................................... 214


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1. NATIONAL LEVEL OVERVIEW

Formal education in South Africa is categorized according to three levels – General Education and Training (GET), Further Education and Training (FET), and Higher Education (HE). Education qualifications in South Africa are framed within the National Qualifications Framework (NQF) and the Higher Education Qualifications Framework (HEQF). The following table shows where the GET, FET, and HE bands are located within the NQF continuum. Table 1 National Qualifications Framework (SouthAfrica.info, 2006)

Band School Grades NQF Level Qualifications

Highe

r Ed

ucation And

Training

8 Doctor’s Degree

7 Masters DegreeHonours DegreePostgraduate Diploma

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General first degree Professional first degree postgraduate Bachelor’s degree

5 CertificateHigher certificateFirst diploma

Furthe

r Ed

ucation

And

Training

12 4 Certificates

11 3 Diplomas

10 2

Gen

eral Edu

cation

And

Training

9

1 Grade 9/Adult Basic Education and Training level 4

8 7 6 5 4 3 2 1 R

The GET band comprises the foundation phase, which is from grade R to 3; the intermediate phase, which is from Grade 4 to 6; and the senior phase, which is from grade 7 to 9. There is also an equivalent Adult Basic Education and Training (ABET) qualification (GCIS, 2007, p. 195). Upon completing grade 9, learners acquire the GET certificate, which is at level 1 on the NQF. The FET band covers grades 10 to 12 in schools, as well as NQF levels 2, 3, and 4 in FET Colleges. On successful completion of the FET band in schools, an FET Certificate at NQF Level 4 is awarded. FET colleges provide high‐level skills training that integrates theoretical and practical elements to meet the specific skills requirements of industry and meet the skills needs of the country (Government of South Africa, no date).


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Following extensive transformation since 1994, and a complex merger and incorporation process, South Africa’s large HE sector is currently made up of 23 public higher education institutions (17 Universities and six Universities of Technology) (Council on Higher Education, 2007a). The HE sector also has 80 registered private HE providers (Department of Education, 2008). Prior to establishment of the Higher Education Qualifications Framework (HEQF) in terms of Section 3 of the Higher Education Act, 1997 (Act No. 101 of 1997), the qualifications structures for universities and the former technikons were separate and parallel. The HEQF, set to take effect in January 2009 and forming an integral part of the NQF, provides a single qualifications framework for HE in the country, guiding public and private institutions in the development of programmes and qualifications. It establishes common parameters and criteria for the design of qualifications and facilitates the comparability of qualifications across the HE system (Department of Education, 2007, pp. 3‐6). The framework has nine qualification types mapped onto the six levels of the NQF occupied by higher education qualifications (levels 5‐10). Some levels have more than one qualification type. The framework comprises the following qualification types: • Undergraduate

– Higher Certificate – Advanced Certificate – Diploma – Advanced Diploma – Bachelor’s Degree

• Postgraduate – Postgraduate Diploma – Bachelor Honours Degree – Masters Degree – Doctoral Degree (Department of Education, 2007, p. 11).

The ABET Act, 2000 and the regulations for the National ABET Board provide a legislative framework for the establishment, governance and funding of ABET centres. Through the Adult Education and Training Multi‐Year Implementation Plan (MYIP), the quality of ABET provisioning and delivery is improving. The Department of Education established the South African Literacy Agency to significantly reduce adult illiteracy.

1.1 OVERVIEW OF HE AT THE NATIONAL LEVEL

Higher education has several related purposes in South African society as set out in the 1997 White Paper that defines the higher education transformation agenda:

To meet the learning needs and aspirations of individuals through the development of their intellectual abilities and aptitudes. Higher education equips individuals to make best use of their talents and of opportunities offered by society for self‐fulfillment. Higher education is thus a key allocator of life chances. Higher education provides the labour market, in a knowledge‐driven and knowledge‐dependent society, with high‐level competencies and expertise necessary for growth and


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prosperity of a modern economy. It teaches and trains people to fulfill specialized social functions, enter the learned professions, or pursue vocations in administration, trade, industry, and the arts. Higher education is responsible for socialization of enlightened, responsible, and constructively critical citizens. Citizenship of this nature presupposes a commitment to the common good, but also implies a reflective capacity and willingness to review and renew prevailing ideas, policies, and practices. Higher education is directly engaged in the creation, transmission, and evaluation of knowledge. Its purpose is to ensure the continued pursuit of academic scholarship and intellectual inquiry in all fields of human understanding, through research and teaching (Department of Education, 1997).

In the South African context, the role of HE in society has been complicated by the apartheid past and various transformation processes that have been, and continue to be, implemented. The Council for Higher Education (CHE) released a report in November 2004 on HE in South Africa during the first decade of democracy. This report provides a clear and detailed overview of past and current issues within HE in the country. The report states that:

Higher Education transformation in South Africa is best characterized as highly complex, consisting of a set of still unfolding discourses of policy formulation, adoption, and implementation that are replete with paradoxes and tensions, contestations, and political and social dilemmas (Council on Higher Education, 2004, p. 234).

Transformation is characterized by a new system of higher education, with increased participation by all sectors of society, greater institutional responsiveness to policy imperatives, and new cooperative relations and partnerships between higher education and the broader society. The National Plan for Higher Education (March 2001) identified five policy goals and strategic objectives, which are critical for the transformation and reconstruction of the higher education system (Ministry of Education, 2001). These are to:

• Increase access and to produce graduates with the skills and competencies necessary to meet the human resource needs of the country;

• Promote equity of access and outcomes and to redress past inequalities by ensuring that student and staff profiles reflect the demographic composition of South African society;

• Ensure diversity in the institutional landscape of the higher education system through mission and programme differentiation to meet national and regional skills and knowledge needs;

• Build high‐level research capacity, including sustaining current research strengths, as well as to promote research linked to national development needs; and

• Build new institutional identities and organizational forms through restructuring the institutional landscape of the higher education system, thus transcending the fragmentation, inequalities and inefficiencies of the apartheid past and to enable the establishment of South African institutions consistent with the vision and values of a non‐racial, non‐sexist and democratic society.

Against the above context, the South African higher education landscape now consists of the following:


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Table 1 Overview of HE Sector

Source: (Council on Higher Education, 2007a; Department of Education, 2008) The following two statutory bodies play a significant role in HE in South Africa: • The Council on Higher Education (CHE): Established in terms of the Higher Education Act,

No 101 of 1997, the CHE is an independent statutory body in operation since May, 1998. The CHE has responsibility for advising the Minister of Education on higher education matters, and also plays a key role in quality assurance in higher education. The Higher Education Quality Committee (HEQC) is a permanent sub‐committee of the CHE, also provided for in the Higher Education Act of 1997. The HEQC has a mandate to promote quality assurance, audit institutional quality assurance mechanisms, and accredit programmes of higher education (Council on Higher Education, 2007b).

• South African Qualifications Authority (SAQA): SAQA was constituted through the SAQA Act of 1995. SAQA is a body made up of 29 members appointed by the Ministers of Education and Labour. SAQA is responsible for the development and implementation of the NQF (SAQA, 2007).

In addition to the above statutory bodies, higher education is also represented by Higher Education South Africa (HESA). HESA was formed in 2005, and is a registered section 21 company. The organization is the successor to the two statutory organizations for universities and technikons, the South African Universities Vice Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). HESA now represents all 23 public universities and universities of technology. The main roles played by HESA include policy analysis and strategic research, advocacy and stakeholder influence, and sector support (Higher Education South Africa, 2007). The role of HE institutions was defined in the White Paper on Education and Training (WPET) (Department of Education, 1997, p. 1.12). Based mostly on the recommendations of the National Commission on Higher Education (NCHE), this set the parameters for national HE policy goals and objectives:

• Human resource development: the mobilization of human talent and potential through lifelong learning to contribute to the social, economic, cultural, and intellectual life of a rapidly changing society;

• High‐level skills training: the training and provision of person power to strengthen this country’s enterprises, services, and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to the national development effort and social transformation; and

• Production, acquisition, and application of new knowledge: national growth and competitiveness is dependent on technological improvement and innovation driven by a well organized, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and of social reconstruction.

Type of Higher Education Institution Number of institutions

Publicly funded Universities 17Publicly funded Universities of Technology 6Privately funded, accredited higher education providers 80Virtual Universities unknownTOTAL 103


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The WPET (Department of Education, 1997) thus reflects the new global consensus, but emphasizes a national commitment to balancing dual policy goals of equity and economic development (Kruss, 2004). In 2006 the Deputy President in a media briefing in Parliament stated that the shortage of skills was the single biggest obstacle to the Government’s core objective of halving poverty and unemployment in South Africa by 2014, through an annual growth increase from 4% to 6%. This shortage included professional skills such as engineers and scientists; managers, for example, financial, personnel, and project managers; and skilled technicians such as artisans and IT technicians:

The shortfall is due to the policies of the apartheid era and the slowness of our education and skills development institutions to catch up with the current acceleration of economic growth (Bunting & Cloete, 2006, p. 32).

One of the main challenges facing the HE sector is the continuing problem of inequity of access. The strategy employed by HE institutions of rapid growth (2001‐2004) did not improve the proportion of disadvantaged race groups of the overall enrolment in the public higher education system. In 1999 and 2001, African and Coloured students had a combined enrolment figure of 66%, and 67% in 2004. If the proportion of African and Coloured students was to reflect that of the South African population, this figure should have been around 80%. As Bunting and Cloete (2006) note,

The crucial point is that the gap between their participation rates and those of Indian and White students in fact widened in 2004 compared to 1995 (I. Bunting & Cloete, 2006, p. 25).

Moreover, performance analyses for the years 2000‐2004 showed that the large numbers of disadvantaged students studying at these institutions were not doing well and that the gap between their success rates and those of advantaged students was in fact widening (I. Bunting & Cloete, 2006, p. 26). In response, in 2004, the Minister of Education circulated a report entitled Student Enrolment Planning in Public Higher Education which argued that it had become necessary for limits to be placed on the enrolment size of the public higher education system. The reasons given were that student enrolment between 2000 and 2003 had grown at a high average annual rate of 7%, from 587,000 to 718,000. This exceeded the Government’s financial provision, in real Rand terms, by way of block grant allocations. The real Rand value of a full‐time equivalent (FTE) student fell by 15% in this period. Furthermore, the provision of academic staff grew at a rate of 6% (2003 on 2000), which was less than one‐third of the student enrolment increase of 20% over this period. Finally, over these years, the number of student graduates – or student success rate – was a third less than the norms set by the National Plan on Higher Education and the Government’s funding framework. The average pass rate was less than 70%, while the student drop‐out rate in 2003 for the 2000 cohort was 50%, and was likely to be around 60% in total (Bunting & Cloete, 2006, p. 31).


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1.2 POLICY CONTEXT

South Africa has reviewed and updated many education policies since 1994. A selection of key policy and legislation includes the following:1 National Education Policy Act, 27 of 1996 (‘NEP Act’) provides, among other things, in its long title that the Act is to provide for the determination of national education policy. In respect of the objectives of the NEP Act, section 2 states that this Act provides, among other things, for the determination of national education policy by the Minister in accordance with certain principles; consultation to be undertaken prior to the determination of the policy, and establishment of certain bodies for purposes of consultation; the publication and implementation of national education policy. South African Schools Act 84 of 1996 (‘the Schools Act’): The purpose of the Schools Act is to provide for a uniform system for the organization, governance, and funding of schools; to amend and repeal certain laws relating to schools; and to provide for matters connected therewith. The South African Council for Educators Act 31 of 2000 (‘the Council for Educators Act’) provides, among other things, that it is to promote the professional development of educators. The South African Qualification Authority Act 58 0f 1995 (‘the SAQA Act’) states in its long title that it is to provide for the development and implementation of a National Qualification Framework and for this purpose the South African Qualification Authority (‘SAQA’) is established. The objectives of the National Qualification Framework, in terms of section 2 of the SAQA Act, are, among other things, to create an integrated national framework for learning achievements; facilitate access to, and mobility and progression within education, training and career path; enhance quality of education and training; accelerate the redress of past unfair discrimination in education, training and employment opportunities; and thereby contribute to the full personal development of each learner and social and economic development of the nation at large. e‐Education White Paper policy document (2004): The central goal of the South African e‐Education White Paper (2004) is to make sure that ‘Every South African manager, teacher and learner in the general and further education and training band will be ICT capable (that is, use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve personal goals and to be full participants in the global community) by 2013’. Further Education and Training Colleges Act, No 16 of 2006 provides for the regulation of further education and training, including establishment, governance and funding of public FET Colleges. The Act also provides for employment of staff at FET Colleges, registration of private FET provides, and quality of FET level education provision. 1 Note, this is not a comprehensive list of all policy and legislation. Please see the South African Department of Education website for a comprehensive list and downloadable versions of all policy and legislation.


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The Higher Education Act 101 of 1997: This Act has been amended on several occasions since 1997, but essentially provides for regulation of higher education including the establishment of a Council on Higher Education. The Act also provides for establishment, governance and funding of higher education institutions; the registration of private HE providers; quality assurance in HE and the appointment and functions of an independent assessor.

1.3 GOVERNANCE AND MANAGEMENT

A key element of the transformation of South African higher education following the apartheid regime was a change in approaches to governance and management at national and institutional levels. Several of the policy processes that took place between 1994 and 2001 focused on governance issues, in particular ‘the creation of a single, national coordinated system of higher education’ (Coughlan, Divala, Enslin, Kissak, & Mathebula, 2007; Council on Higher Education, 2004, p. 175). It was initially proposed that South Africa adapt a system of cooperative governance, grounded in the South African Constitution. However, it quickly became apparent that, in practice, cooperative governance was challenging to implement and the 2001 National Plan has been noted to mark a shift towards greater central regulation of higher education. Discussions in this area continue, and are manifest particularly in debates around the principles of public accountability, institutional autonomy, and academic freedom (Coughlan et al., 2007; Council on Higher Education, 2004). In particular, increased state involvement in higher education has included the areas of funding (through the funding formula – see below), planning and restructuring (for example, mergers and incorporations) and accreditation of academic programmes, including Ministerial approval of institutional Programme Qualification Mixes (PQM). Higher education governance at national and institutional levels is governed by the Higher Education Act of 1997 and its various amendments (Government of South Africa, 1997). Government steering of HE includes three main areas (as shown in the diagram below): quality, planning and funding.


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Figure 1: The System of government steering of the public higher education system (Steyn & de Villiers, 2007, p. 31, citing Department of

Education 2004)

GOVERNMENT STEERING OF THE PUBLIC HE SYSTEM

QUALITY PLANNING FUNDING

Institutional Quality Audits

Accreditation of academic

programmes

Approval of institutional missions, operational and equity plans, academic programme

profiles

New Funding Framework

Student enrolment plans

HEMIS Data analyses

Institutional inputs & outputs

for funding

Government funds allocated to HE institutions


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1.4 FUNDING

Financial constraints represent a considerable challenge to the HE sector, in particular the declining share of Government funding to institutional budgets, which dropped from 49% in 2000 to 43% in 2004. The share of total income represented by student fees rose from 24% in 2000 to 29% in 2004. Of concern is that the Government’s new growth strategy, the Accelerated and Shared Growth Initiative (ASGISA), made no mention of higher education, while increased funding for schooling and further education was specifically mentioned (I. Bunting & Cloete, 2006, p. 32). While the Government grants kept up with consumer price inflation increases, they did not keep pace with student enrolment increases. As a result, overall the Government grants per FTE student rose at an average annual rate of under 4%, which falls below the inflation rate. Public HE institutions were therefore forced to raise student fees at above‐inflation rates in order to meet their budgets (Bunting & Cloete, 2006, p. 37). Education (all sectors) attracts the largest Government budget allocation. In the 2007 budget, education was allocated a total of R105.5 billion of the total R475.8 billion budget (JET Education Services, 2007). The table below summarizes Government expenditure on higher education from 1995 to 2006. Table 2 Government expenditure on education and higher education (Rands billions)

Item 1995‐1996

1996‐1997

1997‐1998

1998‐1999

1999‐2000

2000‐2001

2001‐2002

2002‐2003

2003‐2004

2004‐2005

2005‐2006

Total education allocation

33.8 42.1 44.1 45.2 46.9 50.8 54.9 61.9 68.8 73.9 78.6

% of total government allocation

22.4% 24.1% 23.2% 22.5% 21.8% 21.7% 20.9% 21.2% 20.6% 20.4% 19.9%

School and Colleges allocation

29.4 36.6 38.5 38.7 39.8 43.2 46.9 53.1 58.9 63.5 67.5

% of total government allocation

19.5% 20.9% 20.3% 19.3% 18.5% 18.5% 17.8% 18.2% 17.6% 17.5% 17.00%

Higher Education allocation

4.1 5.2 5.4 6 6.6 7.1 7.5 8 8.9 9.7 10.3

%of total government expenditure

2.69% 2.97% 2.86% 2.98% 3.05% 2.98% 2.86% 2.72% 2.58% 2.7% 2.6%

% of education allocation

12.1% 12.4% 12.3% 13.4% 14.1% 13.9% 13.7% 12.8% 12.6% 13.0% 13.0%

% of GDP 0.72% 0.82% 0.78% 0.8% 0.81% 0.77% 0.75% 0.72% 0.72% N/A N/ASource: Council on Higher Education, 2004, p. 195


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As part of the 2007 education budget speech, the Minister of Education announced that higher education could expect an additional R2 billion to support infrastructure improvement, academic salaries, and academic support (Ministry of Education, 2007). South Africa has made use of a funding formula for the allocation of the higher education budget since 1951. The evolution of approaches to funding formulae has been well documented, and is not repeated here. The currently used funding formula, known as the New Funding Framework (NFF) for higher education, was published in 2003 following a complex development process (Steyn & de Villiers, 2007). The NFF has been described as goal‐orientated and performance‐related, allowing for the distribution of national funding in accordance with national goals and priorities, as well as within the context of approval of institutional plans (see Figure 1 above). The NFF contains two main elements: • Block grants: undesignated amounts to cover operational costs linked to teaching and

research. These include, teaching input grants, research output grants, teaching output grants, institutional factor grants (grants for disadvantaged students, grants related to institutional size, and grants for multi‐campus institutions).

• Earmarked grants: grants designated for specific purposes, including: National Student Financial Aid Scheme (NSFAS); teaching, research and community development; interest and redemption payments on loans approved and guaranteed by the State before 1 April 1991; institutional restructuring; and the higher education quality assurance process (Steyn & de Villiers, 2007).

The NSFAS scheme was established after 1994 to provide a means for capable students from poor backgrounds to afford higher education study. The NSFAS model was officially established by an Act of Parliament in 1999 (Council on Higher Education, 2004; NSFAS, 2007). In 1991, NSFAS awarded a total of R21 million. This amount has increased each year, reaching R1,200 million in 2005 (NSFAS, 2007). Similarly, in 1991, 7,240 students received grants, and, by 2005, this number had reached 120,000 (NSFAS, 2007). The NSFAS works together with the financial aid offices of higher education institutions. Students apply through their institution’s financial aid office, are means tested, and academically assessed to determine the size of their award (Council on Higher Education, 2004). Up to 40% of a student’s loan can be converted to a bursary, depending on the student’s academic performance. All loan repayments are recycled for loans to future generations of students and the interest charged on loans is subsidized (NSFAS, 2007). The most recent development in the area of HE funding is the launch of a three‐year pilot of a new fund, called the Fundisa Fund, which aims to provide low‐income earners an opportunity to save for their children’s education. The Fund is a partnership between the Department of Education and the Association for Collective Investments. Parents are able to join an investment plan for R40.00 per month. Up to a quarter of what is saved each year will be received as an annual bonus towards their saving. The Department of Education has allocated R20 million to the scheme and NSFAS has committed R21 million (Khumalo, 2007).


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Table 2 South Africa: Percentage of national education budget spent on HE

Year Percentage of national education budget spent on HE

2003 12.8% 2004 12.6% 2005 13% 2006 13%

Source: Council on Higher Education, 2007a, p. 195

1.5 QUALITY ASSURANCE

As noted above, the Higher Education Act of 1997 made provision for the establishment of the HEQC as a permanent committee of the Council on Higher Education (CHE). The CHE reported that in the early 1990s quality assurance was not a systematic element of the higher education sector and was largely unevenly developed across the sector (Council on Higher Education, 2004). Thus, the HEQC was tasked with developing a quality assurance framework for the country. This framework is based on: • Fitness of purpose based on national goals, priorities and targets. • Fitness for purpose in relation to specified mission within a national framework that

encompasses differentiation and diversity. • Value for money judged in relation to the full range of higher education purposes set out

in the White Paper. • Transformation in the sense of enhancing the capabilities of individual learners for

personal development, as well as the requirements of social development, and economic and employment growth (HEQC, 2007).

The mandate of the HEQC can be summarized as follows. Table 3 HEQC Mandated Roles

Role Definition

Accreditation (Programme)

• The accreditation of public providers to offer stipulated learning programmes leading to NQF‐registered qualifications

• The accreditation of private providers to offer stipulated learning programmes leading to NQF‐registered qualifications

• Collaboration with professional councils and SETAs on the accreditation and evaluation of professional and work‐based programmes leading to NQF‐registered qualifications

Audit (Institution)

• The review and evaluation of the effectiveness of QA policies and systems of all public and private providers of higher education, with particular emphasis on teaching and learning, research and knowledge‐based community service arrangements

Quality Promotion and capacity development

• The development of a programme of activities to institutionalize a quality culture in higher education and the commitment to continuous quality improvement

• The development and implementation of initiatives to build and strengthen the capacity for high quality provision systems at institutional, learning programmes and individual levels.

Source: Council on Higher Education, 2004, p. 146; HEQC, 2007


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Various criteria and guides to support quality assurance and improvement across the sector have been developed, which can be accessed via the HEQC and CHE websites (HEQC, 2007).

1.6 REGIONAL COLLABORATION

The SADC Protocol on Education and Training notes that 5% of study places at any SADC institution should be reserved for students from SADC member countries (SADC, 1997). In 2002, over 5% of students enrolled in South African institutions were from SADC countries. Further, South Africa treats SADC students as home students with respect to fees and accommodation (Hahn, 2005). In 2001, approximately 7% of students enrolled in South African public HE institutions were not South African citizens or permanent residents. Of the 7% foreign students, 57% came from SADC countries, with 14% coming from Europe and USA and 29% from unknown countries (Bunting, 2003). Further, the majority of foreign students were enrolled in Science and Technology courses. Similar trends were evident for instruction/research staff, with 94% of all instruction/research staff being South African citizens or permanent residents. Only 0.4% of instruction/research staff in South African universities came from SADC countries. Most of the foreign staff members came from European countries (Bunting, 2003).

2. PUBLIC UNIVERSITIES2

2.1 CAPE PENINSULA UNIVERSITY OF TECHNOLOGY3

The Cape Peninsula University of Technology (CPUT) is the result of a merger of the Cape Technical College, established in 1920, and the Peninsula Technical College, which was launched in 1962. In the 1970s, they became known as the Cape and Peninsula Colleges for Advanced Technical Education. From 1976, the two colleges were able to offer tertiary education in selected fields of study. Three years later they were legally established as technikons – Peninsula Technikon in Bellville and Cape Technikon in Cape Town. The Technikons Act of 1993 empowered technikons to offer Bachelor, Masters and Doctoral degrees in Technology. In March 2001, the National Plan on Higher Education (HE) was announced, which would change the HE landscape. A year later, the merger of the Cape Technikon and Peninsula Technikon in January 2005 was announced. The new name – Cape Peninsula University of Technology – was approved thereafter and it was subsequently announced that the status of technikons would be changed to universities of technology (CPUT, 2008a).

2 South African HEIs record and report data based on the specifications of the HEMIS database. In some instances the categories used in this study did not correspond exactly with HEMIS data categories. In addition, this study focused on headcount numbers while much of the HEMIS data is based on FTE figures. For these reasons, in many instances there are slight discrepancies in the totals presented in the various data tables. This has been noted throughout the report. 3 Cape Peninsula University of Technology submitted a response to the questionnaire, and this section is mainly based on this response, together with data gathered from the university website: www.cput.ac.za


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The Cape Peninsula University of Technology’s vision is to be at the heart of technology education and innovation in Africa. Its stated mission is to:

Develop and sustain an empowering environment where, through teaching, learning, research and scholarship our students and staff, in partnership with the community and industry, are able to create and apply knowledge that contributes to development (CPUT, 2008b).

Teaching and learning is the University’s main area of focus, followed by research and community service activities, as highlighted in the following table. Table 3 Cape Peninsula University of Technology: Institutional Focus

HE Function Approximate Percentage Of Institutional Focus

Teaching and Learning 80% Research 15% Community Service Activities 5% Source: Cape Peninsula University of Technology questionnaire response

2.1.1 Student Data

The University had 28,882 contact students and 70 distance students enrolled in 2007. Full‐time students numbered 22,872 and part‐time 6,080. Of the student body, 27,103 were South African citizens and 1,267 from other SADC countries, while 582 students were enrolled from non‐SADC countries (Actual data, 2007). Table 4 Cape Peninsula University of Technology: Summary of Enrolment Numbers (Actual

data, 2007)

Major Field Of Study

Total Number Of Students

(Headcount)

Number female students

Number male

students

Number of students enrolled per level of study

Under‐ graduate degree/ diploma

Post‐graduate degree/ diploma

Masters Degree

Doctoral Degree

Other qualifications

(short courses,

certificates etc)

Science, Engineering & Technology

11,062 3,600 7,462 10,816 22 191 33 0

Business, Management & Law

9,211 5,570 3,641 8,977 1 216 17 0

Humanities and Social Sciences

6,489 4,572 1,917 5,789 528 145 27 0

Health Sciences

2,190 1,528 662 2,109 0 69 12 0

TOTALS 28,952 15,270 13,682 27,691 551 621 89 0Source: Cape Peninsula University of Technology questionnaire response


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Short courses are not reported, as they fall outside the HEMIS reporting data and are not easily allocated to Major Fields of Study. In addition, B.Tech degrees are included as Undergraduate degrees. The University awarded an estimated 6,879 qualifications in the 2007 academic year, as shown in the following table. Short courses are not reported here. Table 5 Cape Peninsula University of Technology: Summary of Qualifications Awarded

(Actual data, 2007)

Major Field Of Study/Faculty

Number of Qualifications awarded at this level

Total Qualifications Awarded

Under‐graduate degree/ diploma


Masters Degree

Doctoral Degree

Other qualifications (short courses, certificates etc)


2,362 2,334 8 17 3 0


2,539 2,526 1 9 3 0


1,564 1,315 221 24 4 0

Health Sciences 409 399 0 10 0 0TOTALS 6,879 6,574 230 60 10 0Source: Cape Peninsula University of Technology questionnaire response. The University provides the following facilities for students: Table 6 Cape Peninsula University of Technology: Student Services

Type Of Student Service Service Provided (Yes/No)

Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Cape Peninsula University of Technology questionnaire response

2.1.2 Staff Data

In the 2007 academic year, 637 of the permanent academic and research staff were South African citizens, ten were citizens of SADC countries and ten were residents from non‐SADC countries. In 2007, there were 781 South African citizens, one SADC country resident, and three non‐SADC country citizens permanently employed as management and administrative


18

staff (actual data, 2007). Distribution of staff according to Faculty and gender is depicted in the following table. Table 7 Cape Peninsula University of Technology: Academic and Research Staff (Actual

data, 2007)

Major Field Of Study Total Number (headcount) Number of females Number of males

Science, Engineering & Technology 290 77 213Business, Management & Law 147 71 76Humanities and Social Sciences 166 71 95Health Sciences 54 35 19TOTALS 657 254 403Source: Cape Peninsula University of Technology questionnaire response. The following table shows permanent academic and research staff’s highest level of qualification. Table 8 Cape Peninsula University of Technology: Academic and Research Highest Level of

Qualification (Actual data, 2007)

Major Field Of Study Number of Academic and Research Staff with as this as their HIGHEST

qualification

Under‐

graduate degree/ diploma


Masters Degree

Doctoral Degree


70 82 98 40


32 51 53 11


44 41 64 17

Health Sciences 21 13 15 5TOTALS 167 187 230 73Source: Cape Peninsula University of Technology questionnaire response. Research output at the University in 2007 is indicated in the following table. The publication units reflected here are in relation to the journals accredited by the South African Department of Education. Table 9 Cape Peninsula University of Technology: Research Output (Actual data, 2007)


Number Of

Publications in internationally accredited journals

Publications in locally accredited

journals Books Published

Other research activities


0 28.5 0 0


19

Major Field Of S d / l

Number Of


0 3.2 0 0


0 5.8 0 0

Health Sciences 0 4.6 0 0 TOTALS 0 42.1 0 0 Source: Cape Peninsula University of Technology questionnaire response. The University has a clearly defined research policy, but no further details on this were provided in the questionnaire response. There is no strategic plan for collaboration or cooperation with business and industry. CPUT plays only a marginal role in shaping/informing national higher education policy; the Institution is represented on HESA (Higher Education South Africa) and on SATN (the South African Technology Network). It is able to engage in shaping national higher education policy through participation in these bodies. The University employed a total of 785 management and administrative staff in 2007; of whom 471 were female and 314 male. Management and administrative staff are not employed according to a major field of study, although some are employed within the Faculties. While the University reported no critical staff shortages, it confirmed that scarce skills salaries are paid in some cases to attract suitably qualified staff.

2.1.3 Governance and Management

The Institution is governed according to the Standard Institutional Statute. It has a Council, an Executive Management Committee, a Senate, an Institutional Fourm, and a Student’s Representative Council. CPUT has an Executive Management Committee (or Rectorate), comprising the Vice‐Chancellor; Deputy Vice‐Chancellor: Academic; Deputy Vice‐Chancellor: Research, Technology Innovation and Partnerships; Deputy Vice‐Chancellor: Operations; the Registrar; Executive Director: Finance; Dean of Students; and Executive Advisor in the Vice‐Chancellor‘s office. The Institution has six faculties: Applied Sciences, Business, Education and Social Sciences, Engineering, Health and Wellness Sciences, Informatics and Design. Each Faculty has an administrative support staff headed by a Faculty Manager. Some administrative functions, (for example, Registrations and Examinations), are managed centrally. As CPUT is a multi‐campus Institution, a Campus Manager may be appointed on some campuses. Various committees, many of them sub‐committees of Senate, assist in the management process. The University’s governing body has the following representation.


20

Table 10 Cape Peninsula University of Technology: Governing Body Representation

Governing Body Representation Number Of Members Representing This

Group

Number of members who come from or represent the business/industry sector

10

Number of members who come from or represent the community sector 2 Number of members who come from our represent the community sector 5 Number of students representatives 2 Number of staff representatives 6 Other (Executive Management) 3 TOTAL 28 Source: Cape Peninsula University of Technology questionnaire response.

2.1.4 Funding

The University receives most of its funds from government subsidies and grants, while a significant proportion is obtained from student fees. Table 11 Cape Peninsula University of Technology: Funding Sources (Actual data, 2007)

Sources of Funding Percentage of total funding/income

Student fees 26%Government subsidy/grants 49%Donations – private individuals/trusts 1%Donations – private sector/businesses/corporations 3%Interest and dividends 5%Non‐recurrent income 11%Contracts and services 5%Total 100%Source: Cape Peninsula University of Technology questionnaire response The level of funding that the University receives is sufficient for it to operate efficiently. Sources of funding and income have not changed significantly in the past ten years. The University receives 51% of its research funding in the form of government grants, 41% as donations from private individuals and trusts, and 8% as donations from the private sector, businesses, and corporations (actual data, 2007). The University does not calculate the average annual cost of student tuition per Faculty. However, the average tuition cost for undergraduate students is R9,500 and for postgraduate students is R5,500 (estimate data, 2007). Calculations are done by level of study and not by Faculty. About 40% of students receive additional financial support, excluding financial support from their families, to enable them to study at the institution. Details of what percentage of student loans are repaid in full within the prescribed timeframes were not provided, however these are administered via the National Student Financial Aid Scheme (NSFAS). CPUT has a strategic plan in place to develop additional sources of income.


21

CPUT faces infrastructure constraints that have a major negative impact on its ability to achieve its goals and objective. Following the merger in 2005, there is a need for significant capital development for the consolidation of academic programmes on particular campuses and harmonization of facilities. CPUT also faces resource constraints which negatively impact on its ability to achieve its goals and objectives. It requires funding for the capital development mentioned above.

2.1.5 Quality Assurance

CPUT has internal quality assurance processes in place, for which it allocates a specific budget. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. Quality assurance procedures to be followed are prescribed by the national quality assurance framework. Moreover, the Institution is required to report on quality assurance issues to the national authorities. CUT participates in voluntary peer review quality assessments. The University regularly carries out internal valuations of its academic programmes, and there are mechanisms in place to provide ongoing staff development. About 60% of staff development is done internally and 40% externally. Mandatory processes are in place for evaluating the performance of individual teaching staff. Processes are in place for evaluating all student learning services. All research activities are evaluated. External and independent moderators are involved in marking student examinations. CPUT actively seeks feedback from students on academic issues, governance and student services. Table 12 Cape Peninsula University of Technology: Challenges and Interventions in the area

of Quality Assurance

Main Challenges Initiatives/interventions undertaken to address challenges

1. Assessment. Harmonization across campuses.2. Recognition of prior learning. Alignment with programme need.s 3. Short courses. Affiliation to main programmes.4. Work‐integrated learning. Curriculation to suitable levels.5. Higher Education Qualifications Framework. Possible need for re‐curriculation.Source: Cape Peninsula University of Technology questionnaire response

2.1.6 Regional Collaboration

Collaboration with other SADC higher education institutions is valued, but it is not afforded high priority and tends to be responsive, rather than initiated. Enrolment by students from other SADC countries is valued – CPUT has students from 67 countries, with the top ten most represented countries being based in the SADC Region. The institution’s Office of International Affairs plans for 10% of students to be drawn from African countries other than South Africa by 2010, with a focus on the SADC Region. In the past five years, there has been a significant change in the number of foreign students studying at the Institution. An


22

increase of 37.6% was recorded from 2003 to 2007, but the rate of increase has been low since 2005. The University provides language and cultural support to foreign students. It has a mentorship programme for international students as part of the service offered by the Writing Centre. The programme provides support in the disciplines of English and English communication. Academic mentors and senior students assist international students whithin their programmes of study. Students have access to the IT Centre on the Bellville campus and the E‐Learning Centre on the Cape Town campus. CPUT has five collaborative academic/research programmes with the following higher education institutions outside of South Africa: Polytechnic of Namibia, University of Science and Technology (SUST) in Sudan, Bahir Dar University in Ethiopia, Event Management Development Institute, Dubai in the United Arab Emirates, and the Xi’an University of Architecture and Technology in China. Including the above examples, CPUT has partnerships with institutions in 34 countries, mainly in Europe, Scandinavia, the United Kingdom, and the United States of America. It also has a collaborative community/development project in conjunction with Hogeschole Erhem and Nijmegen in the Netherlands. CPUT is involved in the following collaborative projects with businesses or industries: Cape Town Routes Unlimited in South Africa; University of Witwatersrand, University of Stellenbosch and Airbus SAS; Council for Scientific and Industrial Research in South Africa (three projects); A&E Consultants in South Africa; and University of Cape Town in South Africa. The University believes that there are tangible benefits from Regional collaboration, as follows: • Development of research capacity of staff members; • Increase in research publications; • Greater understanding of regional dynamics; • Expanding the cohort of alumni in SADC countries; and • Opportunity to contribute to regional development. CPUT faces challenges with respect to Regional collaboration and has taken initiatives to address these, as follows: • Limited resources, human and infrastructural. It uses contract staff and students to

assist in outreach programmes. • Limited research and project management capacity. Strategic decisions are made

regarding publications and project management training through the international partners.

• Limited experience in developing partnerships in Africa. Assisted by the Department of Science and Technology, the Institution is implementing North‐South‐South partnership programmes.

• African students do not continue collaborative research as alumni. A pre‐alumni programme has been instituted, in which the students’ research is highlighted at Africa and International days. The University writes up their stories and provides them with


23

templates for Memoranda of Understanding to carry with them on completion of their Masters or Doctorate programmes.

• Safety concerns on the part of international students. CPUT provides detailed information to prospective visiting academics and students on safety measures on its campuses and in residences.

CPUT reports that it has the necessary ICT infrastructure and technical support needed to collaborate effectively with other regional institutions. According to the Institution, the Government could take the following steps to facilitate Regional collaboration among HE institutions: • Provide financial support for collaborative recruitment drives of students and partners; • Provide funding to undergraduate students from other African countries; • Assist South African Faculty members to do collaborative research in Africa; • Fund collaborative research projects on problems endemic to Africa; and • Support sabbatical leave for researchers at local institutions. Furthermore, donors and other international organizations can take a number of steps to facilitate Regional collaboration among HE institutions: • Provide funding through organizations such as CHEC (the Cape Higher Education

Consortium) for collaborative research; • Fund collaborative research at institutions that are still developing their research

capacity; • Identify niche areas for research in African and select focus institutions to conduct the

research; • Support technology transfer that can benefit Africa’s development; and • Fund knowledge production that can help to alleviate poverty.

2.2 CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE4

The Central University of Technology (CUT), Free State’s main campus is located in Bloemfontein and its regional learning centres are located in Welkom and Kimberley. The institution specializes in Science, Engineering, and Technology (SET) applied research. Research programmes include: • New product development and design; • Automated material handling and radio frequency identification; • Hydro‐informatics; • Information and communication technology; • Applied food science and biotechnology; • Bio‐environmental studies; • Health technology; • Socio‐economic development studies; • Education; and • Research development.

4 A questionnaire was completed by Central University of Technology. This section is based on the data provided in the questionnaire response as well as data gathered from the university website: www.cut.ac.za


24

CUT has a Science Park which develops technological expertise and skills, placing these at the disposal of the community so that businesses can use the knowledge in practice. In 2006, the University established the Free State’s first Fabrication Laboratory (FabLab) for local micro‐businesses to locally conceptualize, design, develop, fabricate, and test almost anything. Other centres of applied research include: • Centre for Rapid Prototyping and Manufacturing; • Tshumisano Technology Station; • Centre for Environmental, Community, and Industrial Development; • School for Entrepreneurship and Business Development; • SKILLS; • Centre for the Built Environment (Central University of Technology, 2008). The University’s main area of focus is teaching and learning, followed by research and community service activities, as highlighted in the following table. Table 13 Central University of Technology, Free State: Institutional Focus


Teaching and Learning 83%Research 15%Community Service Activities 2%Source: Central University of Technology, Free State questionnaire response

2.2.1 Student Data

The Central University of Technology offers contact and distance learning. In 2007, it had 10,278 contact students and 200 distance students. There were 8,474 full‐time and 2,004 part‐time students. Of the student body, 9,902 were South African citizens, while 532 were from other SADC countries and 44 were international students from countries other than the SADC. Table 14 Central University of Technology, Free State: Summary of Enrolment Numbers

(Actual and estimate data, 2007)5



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


3,948 1,184 2,764 3,288 0 60 14 0

5 Note that the breakdown of the number of students per level of study does not add up to the total number of students by field of study. This has been verified with the institution and is a result of how figures are recorded.


25

Major Field Of S d

Total b Of

Number f l

Number l



3,226 1,871 1,355 2,2186 196 30 16 766


2,260 1,311 949 726 383 76 23 0

Health Sciences

1,044 604 440 690 0 41 11 26

TOTALS 10,478 4,970 5,508 8,458 579 207 64 792Source: Central University of Technology, Free State questionnaire response In the 2006/2007 academic year, the University awarded an estimated 2,154 qualifications, as shown in the following table. Table 15 Central University of Technology, Free State: Summary of Qualifications Awarded

(Estimate, 2007)






Masters Degree

Doctoral Degree



494 490 0 4 0 0


1,150 997 6 2 3 142


297 150 133 7 7 0

Health Sciences 213 188 0 4 1 20TOTALS 2,154 1,825 139 17 11 162Source: Central University of Technology, Free State questionnaire response. The University reports that it has the following facilities for students: Table 16 Central University of Technology, Free State: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills, etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Central University of Technology, Free State questionnaire response

6 Number corrected, original number of undergraduate students exceeded total enrolment for Business, Management and Law.


26

2.2.2 Staff Data

Of the academic and research staff employed in the 2007 academic year, 852 were South African citizens, 20 were citizens of SADC countries and thirteen were residents from non‐SADC countries. For the same year, the University employed 743 South African citizens, 18 SADC country residents and four non‐SADC country citizens as management and administrative staff (actual data, 2007). The following table shows the distribution of academic and research staff according to faculty and gender. Table 17 Central University of Technology, Free State: Academic and Research Staff (Actual

data, 2007)7


Science, Engineering & Technology 298 98 200Business, Management & Law 200 90 110Humanities and Social Sciences 94 49 54Health Sciences 224 118 106TOTALS 816 355 470Source: Central University of Technology, Free State questionnaire response. The following table summarizes the qualifications held by academic and research staff in each of the Faculties. Table 18 Central University of Technology, Free State: Academic and Research Highest

Level of Qualification (Estimate, 2007)

Major Field Of Study Number of Academic and Research Staff with as this as their HIGHEST qualification



Masters Degree Doctoral Degree


0 0 41 22


0 0 37 28


0 0 0 0

Health Sciences 0 0 13 15TOTALS 0 0 91 65Source: Central University of Technology, Free State questionnaire response. Note that the qualifications of 675 academic and research staff are not known, as they were not reported. The following table indicates research output at the University in 2006/2007.

7 Note that the total number of academic and research staff reported by field of study and gender contradicts the total number of academic and research staff reported according to citizenship.


27

Table 19 Central University of Technology, Free State: Research Output (Actual data, 2007)


Number Of

Publications in internationally

accredited journals





8 unknown unknown unknown





Health Sciences 10 unknown unknown unknownTOTALS 37 unknown unknown unknown

The University has clearly defined research policies which make provision for the following: • Research support: financial support for research activities, including postgraduate

students; funding of postdoctural research fellows; financial support for conference participation, research visits and hosting visitors; and facilitating and supporting research grant applications, including postgraduate bursaries.

• Research incentives: sharing of profit generated from research; and making research participation and output important promotion criteria.

The following table summarizes the University’s number of management and administrative staff according to field of study and gender. Table 20 Central University of Technology, Free State: Management and Administrative

Staff (Actual data, 2007)8


Science, Engineering & Technology 96 26 70Business, Management & Law 70 42 28Humanities and Social Sciences 0 0 0Health Sciences 38 27 11TOTALS 204 95 109Source: Central University of Technology, Free State questionnaire response. The Central University of Technology, Free State reported critical staff shortages in the following areas: • Science, Engineering, and Technology; and • Health Sciences.

8 Two conflicting figures of management and administrative staff were provided, with one indicating that there are 765 staff and another 204.


28


The University’s governance value principle is that: ‘persons affected by a decision must be afforded an opportunity to influence the decision’. Authority is prescribed by the statute or the delegation register (approved by Council). Consultations are constituency based. The general policy hierarchy is as follows: • Council • Council Committee • Management Committee • Various administrative and academic units The academic policy hierarchy is as follows: • Council (only on student admission and resources) • Senate • Senate Committees • Faculty Boards • Schools The Executive hierarchy is as follows: • Vice‐chancellor and Principal • Deputy Vice‐Chancellors (as per delegation register) The constituency‐based hierarchy is as follows: • Institutional Forum • Constituencies (Students’ Representative Council, academic staff, administrative and

support staff, alumni). There are bilateral contractual agreements with trade unions (consistent with the law). The University’s governing body includes the following representation. Table 21 Central University of Technology, Free State: Governing Body Representation

Governing Body Representation Number Of Members Representing This Group

Number of members who come from or represent the business/industry sector 9Number of members who come from or represent the community sector 1Number of members who come from our represent the community sector 4Number of students representatives 2Number of staff representatives 8Other (Convocation) 1TOTAL 25Source: Central University of Technology, Free State questionnaire response. CUT plays a significant role in shaping and informing national higher education policy in that it is a medium‐sized Institution located in an economically and politically marginalized


29

province. Mindful of these constraints, the University’s influence is significant as a result of its excellent academic performance. The University has a strategic plan for collaboration and cooperation with business and industry. This has two main pillars: • Research collaboration geared towards product and intellectual property, and

technology diffusion and transfers, are championed through the Office for Technology Management.

• The University also provides skills development training for employees of private and public businesses as well as technical services in consulting capacities.

2.2.4 Funding

The University receives most of its funds from government subsidies and grants. A sizeable proportion of income is also derived from student fees. Table 22 Central University of Technology, Free State: Funding Sources (Actual, 2007)


Student fees 28%Government subsidy/grants 60%Other (donations, interest, etc) 12%Total 100%Source: Central University of Technology, Free State questionnaire response The level of funding that the University receives is not sufficient for it to operate effectively. The University has faced subsidy cuts, while policy changes have incurred additional costs. Sources of funding and income have changed significantly over the past ten years due to a new funding framework instituted at CUT. Details of current sources of funding and income were not available. The University does not calculate the average annual cost of student tuition per faculty. About 31% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. Details of what percentage of student loans are repaid in full within the prescribed timeframes are not known. CUT has a strategic plan in place to develop additional sources of income. CUT faces two resource constraints that have a major negative impact on its ability to achieve its goals and objectives. First, the University faces a rapidly changing educational administrative regulatory framework aimed at supporting minimum quality standards; these changes require new academic management competencies. Second, new teaching and academic support skills are required to support the student participation and performance goals set in conjunction with the Department of Education.


CUT has internal quality assurance processes in place, for which it allocates a specific budget. The quality assurance framework includes teaching activities, student performance, and administrative processes. The national quality assurance framework does not prescribe


30

quality assurance procedures to be followed. However, Institutions are required to report on quality assurance issues to the national authorities. CUT participates in peer review quality assessments, which are voluntary. The University sometimes carries out internal valuations of its academic programmes. There are mechanisms in place to provide ongoing staff development. About 90% of staff development is done internally and 10% externally. CUT has processes in place for evaluating the performance of individual teaching staff, but these are voluntary. There are also processes in place for evaluating some of the student services. However, research team performance is not evaluated. External/independent moderators are involved in the marking of student examinations. CUT actively seeks feedback from students on academic issues, student services, fees, and student financial aid. Table 23 Central University of Technology, Free State: Challenges and Interventions in the

area of Quality Assurance

Main Challenges Initiatives/interventions undertaken to address

challenges

1. Getting the buy‐in and commitment of staff, especially seasoned staff.

Launch of a structure series of workshops aimed at staff re‐orientation to the aims and principle of QA plus support for ‘practice groups’ in systems development.

2. The excessive burden of transformation; several essentially different transformation agendas are concurrently being implemented.

None identified.

Source: Central University of Technology, Free State questionnaire response


Collaboration with other SADC higher education institutions is valued and given high priority by the institution’s management and senior academic staff. Collaboration is prioritized in national policy. Enrolment by students from other SADC countries is also valued and prioritized. Staff and resources are committed particularly to recruit students from Botswana and Lesotho. In the past five years, there has been no significant change in the number of foreign students studying at the institution. The numbers have stabilized around 550, below the peak of around 860 in 2004. The University provides some language and cultural support to foreign students. While there is no special provision for all incoming students, it is provided on a voluntary basis. CUT has the following collaborative academic/research programmes with higher education institutions outside of South Africa: • Laser sintering in rapid prototyping and manufacturing (research), with EOS GmbH,

administered by the Faculty of Engineering, Information, and Communication Technology.

• Collaborative Master’s degree in resource‐based learning with Aalborg University, adminstered by the Faculty of Management


31

• Automated material handling (Research) with Ulm University, administered by the Faculty of Engineering, Information, and Communication Technology.

• Work integrated learning placements: Hotels with the American Hospitality Academy, administered by the Faculty of Management Science.

• Work integrated learning placements: Hotels with Ardeodag Hotel Group, administered by the Faculty of Management Science.

• Automated material handling (Research with Aalen University, administered by the Faculty of Engineering, Information, and Communication Technology.

It also has a number of collaborative community/development projects in conjunction with other institutions or organizations: • Service Learning: Clothing with Community Higher Education Sector Partners ‐ the

umbrella body of holding several collaborative institutional initiatives, administered by the Faculty of Engineering, Information and Communication Technology.

• Fablab (for fabrication laboratory) with Advanced manufacuturing technology strategy, Department Science and Technology

• Sleep laboratory with University of the Free State plus local medical practitioners, administered by the Faculty of Health and Environmental Sciences.

CUT has also set up the Technology Station, and several companies use the services provided by this entity. This project is administered by the Faculty of Engineering, Information, and Communication Technology. The University believes that there are tangible benefits from Regional collaboration, as follows: • Greater efficiency and access to resources: improved economies of scale, especially of

expensive infrastructure and resources. • Expanded networks for research, sharing, and developing good practices and improved

access to donor funding. • Improved mobility of students between institutions. • Enhanced/improved socio‐economic impact of the institution. The main challenges CUT faces with respect to Regional collaboration, and initiatives the University has taken to address these, include: • Balancing the gains of collaboration with the need for a distinctive competitive identity:

CUT is developing a guide on strategic considerations in collaboration, as well as assigning the management committee the role of strategic coordination and support for collaboration.

• Possible tensions between academic freedom and strategic management of academic cooperation. There are ongoing discussions in this regard.

The Institution has the necessary ICT infrastructure and technical support to collaborate effectively with other Regional institutions. It lists a number of steps that the government could take to facilitate regional collaboration among HE institutions:


32

• Establish and finance bilateral and possibly multilateral student and staff exchange programmes;

• Establish and finance a bilateral and possibly multilateral research programme where regional collaboration is a pre‐requisite to competitively access research grants;

• Prioritize affordable and reliable ICT developments; and • Establish and finance regional research institutes staffed by seconded employees from

Regional institutions. It also notes that donors and other international organizations facilitate regional collaboration among HE institutions by underwriting parts of the costs related to the matters listed above.

2.3 DURBAN UNIVERSITY OF TECHNOLOGY9

The Durban University of Technology (DUT) resulted from the merger of Technikon Natal and ML Sultan Technikon in 2002. In its vision and mission statement, the DUT states that its vision is to be a leading University of Technology in Africa, one that nurtures holistic education and the advancement of knowledge. Its mission is:

To serve the needs of developing societies within a dynamic global context and to enable quality teaching, learning, research and community engagement by:‐ Providing: Quality, career‐focused education, and Promoting: A values‐driven ethos Sustainable partnerships with industry, community and society Excellence in applied and relevant research and; Empowering: Staff and students to succeed and Ensuring institutional sustainability (DUT, 2008a)

DUT has six faculties (Accounting and Informatics, Applied Sciences, Arts and Design, Engineering and the Built Environment, Health Sciences, and Management Sciences), a Business Studies Unit, and the Centre for Higher Education Development. Teaching and learning is the University’s core function, followed by research and community service activities (external engagement), as shown in the table below. Table 24 Durban University of Technology: Institutional Focus

HE Function Approximate Percentage of Institutional Focus

Teaching and Learning 80%Research 10%Community Service Activities 10%Source: Durban University of Technology questionnaire response

9 A questionnaire was completed by the Durban University of Technology. This section is based on the data provided in the questionnaire response as well as data gathered from the university website: www.dut.ac.za


33

2.3.1 Student Data

The Institution offers contact learning only. In 2007, there were 22,702 contact students, 19,007 of whom were full‐time and 3,695 part‐time. Of these, 22,381 were South African citizens, 243 from other SADC countries, and 78 from non‐SADC countries (actual data, 2007). The table below summarizes student enrolment per Faculty in 2007. Table 25 Durban University of Technology: Summary of Enrolment Numbers (Actual data,

2007)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


8,464 2,774 5,690 8,338 0 96 30 0


4,041 2,511 1,530 4,039 0 2 0 0


2,466 1,400 1,066 2,430 0 23 13 0

Health Sciences

7,731 4,752 2,979 7,515 21 183 12 0

TOTALS 22,702 11,437 11,265 22,322 21 304 55 0Source: Durban University of Technology questionnaire response The University awarded 4,288 qualifications in 2007, as shown in the following table. Table 26 Durban University of Technology: Summary of Qualifications Awarded (Actual

data, 2007)






Masters Degree

Doctoral Degree



1,403 1,395 3 3 2 0


1,529 1,527 0 1 1 0


780 780 0 0 0 0

Health Sciences 576 518 21 37 0 0TOTALS 4,288 4,220 24 41 3 0

Source: Durban University of Technology questionnaire response.


34

The University provides the following facilities for students: Table 27 Durban University of Technology: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Durban University of Technology questionnaire response

2.3.2 Staff Data

In the 2007 academic year, 563 of the academic and research staff employed were South African citizens, two were citizens of SADC countries, and one was from a non‐SADC country. For the same year, the University employed 655 South African citizens as management and administrative staff (actual data, 2007). The distribution of staff according to Faculty and gender is shown in the following table. Table 28 Durban University of Technology: Academic and Research Staff (Actual data,

2007)


Science, Engineering & Technology 230 77 153Business, Management & Law 132 65 67Humanities and Social Sciences 110 59 51Health Sciences 72 43 29Other (Academic support) 22 14 8TOTALS 566 258 308Source: Durban University of Technology questionnaire response. The qualifications held by academic and research staff in each of the Faculties are summarized below. Table 29 Durban University of Technology: Academic and Research Highest Level of



qualification

Under‐



Masters Degree

Doctoral Degree

Other


35


qualification

Under‐



Masters Degree

Doctoral Degree

Other


87 3 21 2 117


63 0 7 4 58


38 0 14 7 51

Health Sciences 30 0 11 2 29Other 10 0 0 2 10TOTALS 228 3 53 17 265Source: Durban University of Technology questionnaire response. The table below shows research output at the University in 2006. Table 30 Durban University of Technology: Research Output (Actual data, 2006)


Number Of

Publications in internationally accredited

journals

Publications in locally accredited journals

Books Published



21 3 0 0


0 0 0 0


4 6 1 0

Health Sciences 5 3 0 0Other (Library) 0 2 0 0TOTALS 30 14 1 0

There are clearly defined research policies and a strategic plan for collaboration and cooperation with business and industry. The DUT plays a significant role in shaping and informing national higher education policy. The Vice‐Chancellor serves on a number of national bodies, including the Ministerial task team, which influences policy. The University’s distribution of management and administrative staff according to field of study and gender are summarized below. Table 31 Durban University of Technology: Management and Administrative Staff (Actual

data, 2007)


Science, Engineering & Technology 94 40 54


36


Business, Management & Law 18 11 7

Humanities and Social Sciences 33 14 19

Health Sciences 30 22 8

Other (Administrative staff) 480 263 217

TOTALS 655 350 305Source: Durban University of Technology questionnaire response. The University reported no critical staff shortages in its questionnaire response.


The University is governed by the Council, which comprises a maximum of 30 members, including: • the Vice‐Chancellor, • two Deputy Vice‐Chancellors, • two members of the Senate elected by the Senate, • one member of the permanent academic staff elected by these staff, • one member of the permanent professional and administrative staff elected by these

staff, • one member of the permanent support and service staff elected by these staff, • two students appointed by the SRC, • one member of the Institutional Forum elected by the Forum, • five people appointed by the Minister, • one person appointed by eThekwini Municipality, • three people elected by the convocation, • one person appointed by the ML Sultan Charitable and Educational Trust, and • nine people appointed by the Council on the recommendation of the Council

membership committee. The University’s governing body (Council) includes the following representation. Table 32 Durban University of Technology: Governing Body Representation


Number of members who represent the trade union sector 5 Number of members who represent the Senate and Council 4 Number of students representatives 3 Number of staff representatives 4 Other (Management) 2 Other (Convocation) 1 Other (Gender Forum) 1 Other (Executive Officer: Institutional Forum) 1 TOTAL 21 Source: (DUT, 2008b)


37

2.3.4 Funding

Most of the Institution’s funding comes from Government subsidies and grants, but a sizeable proportion comes from the income derived from student fees, as the table below illustrates. Table 33 Durban University of Technology: Funding Sources (Actual data, 2007)


Student fees 34.80%Government subsidy/grants 53.09%

Donations – private sector/businesses/corporations 0.07%

Donations – International funders/donors 0.24%

Non‐recurrent items 1.83%

Investment Income 3.59%

Local donors, sale of goods, etc 6.38%

Total 100%

Source: Durban University of Technology questionnaire response The level of funding that the University receives is insufficient for it to operate effectively. The university’s recurrent income made up of tuition and subsidy income is 95% of total expenses. They are currently operating at a ratio of one academic staff to thirty students and the DOE benchmark is 1:20. In order to achieve this benchmark, their personnel costs would increase and the ratio of tuition and subsidy income to total expenses would increase. The institution thus needs to generate additional funds via the third stream income generating activities in order to operate effectively. The sources of funding and income have not changed significantly over the past ten years. Current sources of funding and income for research are as follows: 34.9% from Government grants, 1.43% from donations from private sector business/corporations, 4.72% from donations from international funders/donors, and 0.175 from the University of Stellenbosch. The remaining 58.78% is self‐funded (actual data, 2007). The University calculates the average annual cost of student tuition per Faculty, but no details were provided of these costs. Total student costs for the Faculty of Science, Engineering and Technology were R942,394; for Business, Management, and Law, R1,021,514; for Humanities and Social Sciences, R618,161, and for Health Sciences R644,280 (estimate data, 2007). These figures are for both undergraduates and postgraduates. About 43% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. The Institution stated that no student loans are repaid in full within the prescribed time frames. The University has a strategic plan in place to develop additional sources of income.


38

In their questionnaire response, Durban University of Technology did not report any current infrastructure or resource constraints. The table below describes the main financial challenges faced by the Institution. Table 34 Durban University of Technology: Main Challenges to financial sustainability

Main challenges to financial sustainability

Institutional initiatives/interventions undertaken to address challenges

1. Large salary bill

• Review all staffing needs and requirements.• Decide on staffing needs after benchmarking exercise. • Negotiate taking away the monetary value associated with accumulative

leave. • Reduce unfilled positions by 2/3 of the current vacant positions budgeted.

2. Drop in student numbers

• Vice Chancellor has taken the initiative to ensure that enrolment is maximized.

• Put an enrolment plan in place. • Intensify advertising about the Institution. • Strengthen marketing initiatives. • Use of the recruitment office. • Conduct school visits to inform students about the Institution.

3. Post retirement liabilities

• Provisions have been made.• Seek legal opinion on capping of benefits. • Actuarial investigation on the possibility of paying ex‐employees out and

absolving the Institution of this obligation. 4. Over‐reliance on subsidy and

tuition fees • Executive Management has established a directorate to drive the third

stream income activities.

5. Recoverability of student debt

• Have the approved credit policy in place.• Hand over debtors to debt collectors. • No re‐registration with outstanding fees.

Source: Durban University of Technology questionnaire response


DUT has internal quality assurance processes in place, and a specific budget is allocated for this. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. Quality assurance procedures are informed by the national quality assurance framework, and the Institution is required to report on quality assurance issues to the national authorities. DUT conducts mandatory peer review quality assessments, and it regularly carries out internal evaluations of its academic programmes. Mechanisms are in place to provide ongoing staff development, while voluntary processes are in place to evaluate the performance of individual teaching staff. External/independent moderators are involved in marking student examinations. All student services are evaluated, and DUT actively seeks feedback from students on academic issues, governance, and student services. The quality assurance challenges faced by DUT are tabulated below.


39

Table 35 Durban University of Technology: Challenges and Interventions in the area of

Quality Assurance


1. Alignment of systems, processes for quality, planning, and resource allocation

Committee structures revised and consolidated.

2. Multi‐campus provision Key appointments made at distance sites.

3. Closure of feedback loop Work‐in‐progress. Formation of VCC:Q.

4. Student quality literacy No intervention specified

5. QA a bolt‐on activity and unit perceived as peripheral.

Capacity building and change management.

Source: Durban University of Technology questionnaire response


Collaboration with other SADC higher education Institutions is valued and given high priority by the Institution’s management and senior academic staff. The University also values and prioritizes enrolment by students from other SADC countries. However, in the past five years there has been a significant decrease in the number of foreign students studying at the Institution. The University provides language/s and cultural support to foreign students, by way of an International Student Relations Office. No details were available of collaborative academic/research programmes with higher education institutions outside of South Africa. With regard to collaborative projects with business or industry, the DUT Technology Station: Reinforced and Moulded Plastics transfers the technology of DUT’s Centre for Advanced Materials, Design and Manufacture at the DUT. Staff members at the Centre interact with industry via the Technology Station (DUT 2008).

Community projects listed on the University’s website include the Department of Graphic Design’s community outreach interactions in both urban and rural KwaZulu‐Natal for the past decade. In collaboration with the England and Africa project (EAP) the Department has extended its reach to rural Uganda, where its methodologies are being piloted amongst rural craftspeople in three regions. Another community interaction projects is the KwaSani project, based in the Southern Drakensberg, KwaZulu‐Natal. The Department’s community work has ranged from shelters for street children and homeless people (the Ark in Durban) to students working with health care professionals and traditional healers at the University of KwaZulu‐Natal (UKZN) Medical School and at local rural hospitals, in conjunction with staff and students of the DUT’s Department of Environmental Health. Voluntary outreach work has also taken place at the Dream Centre AIDS Hospice in Pinetown. The Department’s longest established community engagement project, Siyazama, was established eight years ago. This involves using design to affirm indigenous knowledge and creative skills to disseminate information about HIV/AIDS among rural women.


40

The University derives tangible benefits from regional collaboration, as follows: • Sharing of good/best practice; • Establishing databases; • Dealing with common challenges as a collective; • Staff/student exchanges. The main challenges regarding Regional collaboration faced by DUT, and initiatives taken to address these, include: • Resources: budget is linked to strategic plan. • International functions devolved: an international office has been established. • Not all institutions are willing to collaborate. • Language divide. • Compatible ICT. DUT has the necessary ICT infrastructure and technical support to collaborate effectively with other Regional institutions. The University believes the Government could take the following steps to facilitate Regional collaboration among HE institutions: • Provide ring‐fenced funding; • Deal with xenophobia as a national priority; and • Enter into specific bi‐laterals/multi‐laterals with regard to higher education. DUT also lists the following steps that donors and other international organizations can take to facilitate Regional collaboration among HE institutions: • Provide support networks; • Provide ring‐fenced funding; and • Share good practice of how this regional collaboration has worked elsewhere.

2.4 MANGOSUTHU UNIVERSITY OF TECHNOLOGY10

Mangosuthu University of Technology, formerly Mangosuthu Technikon, is located in Umlazi on the outskirts of Durban. The Institution was established in 1979 with a grant from the mining corporation Anglo American and is named after the founder of the Inkatha Freedom Party, Mangosuthu Buthelezi. The University’s website has not been updated for a number of years and as such, much of the documentation contained therein is not current. The Institution did not respond to the questionnaire submitted for the purposes of compiling this report and thus it is brief, based on the information that could be located.

10 No questionnaire response was submitted. This report is based on HEMIS data, the university website and other secondary sources.


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2.4.1 Student Data

In 2006, there were 10,096 contact students and of these, 5,012 were female and 5,084 male. The University has no distance students. No details were available of the breakdown between full‐time and part‐time students. Of the student body, 9,978 were South African citizens, 115 from other SADC countries and three from non‐SADC countries (HEMIS data, 2006). Table 36 Mangosuthu University of Technology: Summary of Enrolment Numbers (HEMIS

data, 2006)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree



5,642 2,155 3,487 5,642 0 0 0 0


3,107 1,949 1,158 3,107 0 0 0 0


1,075 722 353 1,075 0 0 0 0

Health Sciences

273 186 87 273 0 0 0 0

TOTALS 10,096 5,012 5,084 10,097 0 0 0 0Source: HEMIS data, 2006. The Institution awarded 1,970 qualifications in 2006, all of which were undergraduate degrees. Of these, 611 were awarded in the field of Science, Engineering and Technology, 966 in the field of Business, Management and Law, 319 in the field of Humanities and Social Sciences and 74 in the field of Health Sciences (HEMIS data, 2006). The University provides the following facilities for students: Table 37 Mangosuthu University of Technology: Student Services


Academic support services (e.g. writing centres, study skills etc)

Yes

Accommodation facilities Yes Career guidance services Yes Psychological counselling services Yes Sports facilities Yes Social and cultural activities (bars, clubs, theatre, music etc) Yes Medical facilities Yes Source: Mangosuthu University of Technology, accessed 26 September 2008 at www.mantec.ac.za/studservices.html


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2.4.2 Staff Data

The University employed 143 academic and research staff, 40 of whom were female and 103 male, in 2006. Of the 48 management and administrative staff, 20 were female and 28 male (HEMIS data, 2006). The highest level of qualifications for academic and research staff were as follows (HEMIS data, 2006): • Undergraduate degrees/diplomas: 20 • Postgraduate diplomas: 59 • Masters degrees: 53 • Doctoral degrees: 8 • Other: 3 • Total: 143 No information could be located on the Institution’s research output. Nor could an up‐to‐date research policy document be found. In addition, no details of staff per faculty were available. Nor was any information available on whether the Institution faces critical staff shortages in any areas. While no information could be found on whether the University’s has a strategic plan for collaboration/co‐operation with business/industry, its website states that it cooperates closely with commerce and industry to ensure that the curriculum of each qualification is relevant to its respective field and that the qualification is market related. In‐service training forms part of the learning programme (Mangosuthu University of Technology, accessed 26 September 2008 at www.mantec.ac.za/about us.html).


No current information could be found on the University’s governance and management structures.

2.4.4 Funding

No current information was available on funding at the Institution.


Quality assurance procedures are prescribed by the national quality assurance framework. The University is required to report on quality assurance issues to the national authorities. No further information on quality assurance was available.


43


No current information was available on regional collaboration at the University.

2.5 TSHWANE UNIVERSITY OF TECHNOLOGY11

Tshwane University of Technology is the result of a merger in 2004 of the former Technikon Northern Gauteng, Technikon North‐West and Technikon Pretoria. The Institution has a large student base of around 60,000 and is the largest residential HE institution in the country (around 22% of contact students). It has campuses in four provinces – Gauteng, Mpumalanga, Limpopo and the North‐West Province. The campuses are based Tshwane (Pretoria, Soshanguve and Ga‐Rankuwa), Nelspruit, eMalahleni (formerly Witbank) and Polokwane (formerly Pietersburg) (Tshwane University of Technology, http://www.tut.ac.za/About%20Us/Pages/default.aspx). There are seven faculties – Engineering and the Built Environment, Science, Humanities, Management Sciences, Information and Communication Technology, Arts, and Economics and Finance (Tshwane University of Technology, http://www.tut.ac.za/students/facultiesdepartments/Pages/default.aspx). The University has a large base of permanent staff members, including 855 academics who are increasingly focusing on applied research and community engagement activities in addition to teaching and learning. The Institution’s website states that (Tshwane University of Technology, http://www.tut.ac.za/About%20Us/Pages/default.aspx):

Caring for the underprivileged, the upliftment of people and assisting those in need are key elements of the University's community engagement strategy.

Its vision is as follows:

It is the Vision of Tshwane University of Technology to be the leading higher education institution in Southern Africa with an entrepreneurial ethos that – • promotes knowledge and technology; and • provides professional career education of an international standard, which is relevant to

the needs and aspirations of southern Africa's people. Mission In support of this vision, we – • create, apply and transfer knowledge and technology of an international standard

through cooperative professional career education programmes at undergraduate and postgraduate levels;

• serve and empower society by meeting the socio‐economic development needs of Southern Africa through the fruits of our teaching and skills of our staff and students;

• extend the parameters of technological innovation by making knowledge useful through focused applied research and development; and

• establish and maintain a strategic partnership network locally and internationally for the mutual benefit of the institution and its partners.

11 The University did not provide a response to the questionnaire. Thus, this section is based on the TUT website and other secondary sources.


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2.5.1 Student Data

There were 46,333 contact students and 5,113 distance students enrolled at the University in 2006. Of the student body, 49,401 were South African citizens and 1,495 from other SADC countries, while 550 were enrolled from non‐SADC countries (HEMIS, 2006). Table 38 Tshwane University of Technology: Summary of Enrolment Numbers (Actual data,

2006)12



(Headcount)


Number male

students




Masters Degree

Doctoral Degree



18,036 6,504 11,532 17,504 1 404 72 146


16,275 10,254 6,021 16,112 0 150 13 0


15,403 8,769 6,635 12,984 1,291 1,095 33 1

Health Sciences

1,732 1,231 501 1,568 0 47 11 15

TOTALS 51,446 26,758 24,688 48,168 1,292 1,696 129 162Source: HEMIS data. The University awarded 9,088 qualifications in 2006, as depicted in the table below.

12 Note that totals do not always tally exactly, most due to discrepencies when working with headcount versus FTE data.


45

Table 39 Tshwane University of Technology: Summary of Qualifications Awarded (HEMIS

data, 2006)






Masters Degree

Doctoral Degree



2,736 2,667 1 60 8 0


2,689 2,673 0 14 2 0


3,208 2,697 444 61 6 0


Source: HEMIS data. The following facilities are provided at the University for students: Table 40 Tshwane University of Technology: Student Services


Academic support services (e.g. writing centres, study skills etc)

Yes

Accommodation facilities Yes Career guidance services Yes Language training Yes Psychological counselling services Yes Sports facilities Yes Social and cultural activities (bars, clubs, theatre, music etc) Yes Medical facilities Yes Source: Tshwane University of Technology.13

2.5.2 Staff Data

In 2006, there were 855 academic and research staff employed at the University, of which 344 were female and 511 male. Of the 239 management and administrative staff, 105 were female and 134 male (actual data, HEMIS, 2006). The highest levels of qualifications held by academic and research staff were as follows (Actual data, HEMIS, 2006): • Undergraduate degrees/diplomas: 151 • Postgraduate diplomas: 276

13 Tshwane University of Technology, accessed 29 September 2008 at http://www.tut.ac.za/Students/studentdev/Pages/default.aspx


46

• Masters degrees: 314 • Doctoral degrees: 101 • Other: 13 • Total: 855 No information was available on the University’s research output. With regards to research, the University’s policy is

that research and innovation be driven by a strategy of gearing research towards institutionally‐approved focus and niche areas, which promote innovative research for the economic development of the country and also enjoy international recognition. In line with this, TUT focuses its research resources (people, infrastructure and funding) into carefully selected R&I focus areas. This will promote accelerated development of research and innovation and advance the realisation of TUT’S goal to become a fully recognised research institution, able to participate in the National System of Innovation and internationally. An R&I focus area is designed to bring resources and a critical mass of people together around a theme, and provides the framework for the R&I activities. The R&I focus area should incorporate the full spectrum of research‐related activities (basic research, applied R&I, contract research, innovation and technology transfer) Tshwane University of Technology, http://www.tut.ac.za/Other/RnI/focus/Pages/default.aspx.

No information was available on whether or not the University has any critical staff shortages.


The University is governed by the Council, which was established in terms of the Higher Education Act (Act No. 101 of 1997). The Senate is accountable to the Council for all teaching, learning, research, community engagement and academic functions. The Executive Management Committee is responsible for the day‐to‐day management and administration of the University. The Committee comprises the Vice Chancellor and Principal, the Deputy Vice‐Chancellor (Teaching, Learning and Technology), the Deputy Vice‐Chancellor (Institutional Planning and Operations), the Deputy Vice‐Chancellor (Finance and Business Development), the Deputy Vice‐Chancellor (Research, Innovation and Partnerships) and the Registrar (Tshwane University of Technology, http://www.tut.ac.za/Other/mngement/Pages/default.aspx).

2.5.4 Funding

Little information could be located on funding at the University. However, the Institution has established an Advancement Office, the aim of which is to secure a significant increase in third‐stream income. The Office intends to mobilise financial and other resources in line with the University’s needs, and seeks to sustain mutually beneficial, long‐term funding partnerships (Tshwane University of Technology, http://www.tut.ac.za/Other/advancement/Pages/default.aspx)


47


The national quality assurance framework prescribes quality assurance procedures to be followed, and the University is required to report on quality assurance issues to the national authorities. The Institution’s programmes, ranging from bachelor’s degrees to doctoral qualifications, are accredited by the Higher Education Qualification Committee and are registered on the National Qualifications Framework. Following the merger of the three technikons in 2004 into the Tshwane University of Technology, the Institution undertook a voluntary self‐assessment followed by an audit by the Council on Higher Education to help address merger‐related issues. Prior to the CHE report and its recommendations, the University had instituted measures to deal with institutional challenges, including revisiting policies, strategies and management procedures. The University undertook a quality improvement plan, as a follow‐up to the audit and the self‐assessment exercise, and this was being implemented at all levels. In an effort to improve student success rates and qualifications standards, it implemented a strategy on Teaching, Learning and Technology for Educational Innovation. The Institution has also established the Higher Degrees Committee, to tackle consistency in the assessment of postgraduate studies. The CHE report expressed concerns about postgraduate examinations. At all faculties, a policy and strategy for cooperative education and work‐integrated learning have been implemented to ensure consistency. On its website, the University’s Vice‐Chancellor, Prof Errol Tyobeka, stated the following:

Quality improvement is the hallmark of the strategic intention of the Tshwane University of Technology, and stakeholders play a vital role in this process. Prior to the CHE visit, TUT had begun the transformational process towards a new University, while consolidating previous best practices into new policies. Mergers take time to stabilise, and it would be an injustice to expect total stability into our first year of a permanently structured TUT (Tshwane University of Technology, http://www.tut.ac.za/About%20Us/Pages/default.aspx).


The Community Engagement Unit oversees the University’s community engagement activities. It is responsible for drawing up the community engagement policies and procedures strategic framework. It is part of the University’s liaison arm that engages with the community (industrial partnerships and public partnerships) on collaborations, capacity building and skills development (Tshwane University of Technology, http://www.tut.ac.za/Other/RnI/partner/Pages/default.aspx.) Partnerships with Government and industry are also facilitated by the International Student Support office. This office oversees and coordinates various internationalization activities, mainly affecting international students, but also related to staff and other international institutions(Tshwane University of Technology, accessed 29 September 2008 at http://www.tut.ac.za/Other/RnI/partner/Pages/default.aspx.). Enrolment by students from other SADC countries is valued and prioritised, with the University providing languages and cultural support to foreign students. The University website indicates that large numbers of students are drawn from other provinces in the


48

country as well as from neighbouring countries such as Botswana, Zimbabwe, Namibia and Swaziland (Tshwane University of Technology, http://www.tut.ac.za/Other/RnI/focus/Pages/default.aspx). The Institution prioritises collaboration in its research activities. On its website, the University states that it is an emerging research institution, ready to

carve its niche in the national research landscape through focused research and innovation, as well as strategic partnerships locally and internationally. From international and local best practices in higher education institutions and research institutes, it is clear that research management and governance at a strategic and operational level for the promotion and development of an R&I culture and climate has expanded and gained importance. The Directorate of Research, Innovation and Partnerships (DRIP) functions as a central institutional advice and support service for mobilizing resources for R&I, and aims to ensure good administrative support systems. Its key performance areas include the development of R&I policy, strategy and procedural documents; facilitation of R&I focus and niche areas; communication and reporting on research‐related information; facilitation of research‐related training; as well as ensuring total quality management for R&I services (Tshwane University of Technology, http://www.tut.ac.za/Other/RnI/focus/Pages/default.aspx).

2.6 VAAL UNIVERSITY OF TECHNOLOGY14

The Vaal Triangle College for Advanced Technical Education was established in 1966 as Vaal Triangle Technikon (1979‐2003). In 2005, it gained university status and is known as Vaal University of Technology (Vaal University of Technology, 2008a). The main campus is in Vanderbijlpark in Gauteng, about 60km south of Johannesburg. There are four satellite campuses: Kempton Park (Ekurhuleni), Sekunda, Klerksdorp, and Upington (Vaal University of Technology, 2008b). The University’s vision is to be a dynamic centre of technology, leading in quality education for the nation. Its mission is as follows:

The Vaal University of Technology is committed to the development of higher education through: • Teaching and learning: To achieve excellence in teaching and learning endeavours by

developing entrepreneurial, technological and cognitive skills. To create an environment conductive to develop behavioural, attitudinal competencies and social skills through cultural, sporting and personal development activities.

• Research: To generate innovative and relevant research which solves the problems of industry and the community.

• Community service: To create a culture of Lifelong Learning to empower our communities by sharing knowledge, skills and resources All these functions will be enhanced by national and international partnerships in order to meet the needs of stakeholders of a democratic society (Vaal University of Technology, 2008c).

The main area of focus at the Institution is teaching and learning, as the table below shows.

14 A questionnaire was completed by Vaal University of Technology. This section is based on the data provided in the questionnaire response as well as data gathered from the university website: www.vut.ac.za


49

Table 41 Vaal University of Technology: Institutional Focus


Teaching and Learning 80%Research 10%Community Service Activities 10%Source: Vaal University of Technology questionnaire response

2.6.1 Student Data

VUT does not offer distance learning. There were 16,146 contact students enrolled in 2007. Of the student body, 14,693 were full‐time students and 1,453 part‐time. Of these, 14,781 were South African citizens while 909 were from other SADC countries and 456 from non‐SADC countries (actual data, 2007). Table 42 Vaal University of Technology: Summary of Enrolment Numbers (Actual data,

2007)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


8,346 3,172 5,174 7,633 639 60 12 2


6,743 3,911 2,832 4,585 627 93 10 1,428


1,057 507 550 1,021 31 5 0 0

TOTALS 16,146 7,590 8,556 13,239 1,297 158 22 1,430Source: Vaal University of Technology questionnaire response The University awarded 2,677 qualifications in 2007, as detailed in the following table. Table 43 Vaal University of Technology: Summary of Qualifications Awarded (Actual data,

2007)






Masters Degree

Doctoral Degree



642 496 134 11 0 1


50




1,767 1,430 333 4 1 1


268 178 88 2 0 0

TOTALS 2,677 2,104 555 17 1 2Source: Vaal University of Technology questionnaire response. Facilities provided for students are listed in the following table: Table 44 Vaal University of Technology: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Vaal University of Technology questionnaire response

2.6.2 Staff Data

Of the academic and research staff employed in 2007, 303 were South African citizens, 17 were citizens of SADC countries, and five were residents from non‐SADC countries (actual data, 2007). The University employed 443 South African citizens and eight SADC country residents as management and administrative staff (actual data, 2007). No breakdown was provided of the distribution of staff according to faculty and gender. The qualifications held by academic and research staff members in each of the faculties are summarized in the table below. Table 45 Vaal University of Technology: Academic and Research Highest Level of

Qualification (Actual data, 2007)15


Undergraduate degree/ diploma

Postgraduate degree/ diploma


Other


0 52 30 10 0


0 17 32 12 0


0 29 22 8 0

15 Note that numbers in table 45 do not tally with total numbers of academic and research staff presented above


51


Health Sciences 0 11 0 4 0TOTALS 0 109 84 34 0Source: Vaal University of Technology questionnaire response. The University’s research output for 2007 is detailed below. Table 46 Vaal University of Technology: Research Output (Estimate data, 2007)


Number Of


accredited journals





1 5 0 0


2 4 0 0


0 4 0 0

Health Sciences 0 0 0 0Other (not specified)

0 3 0 0

TOTALS 3 16 0 0Source: Vaal University of Technology questionnaire response. There is a clearly defined research policy at the Institution, but no details of its provisions were provided. Nor was any information available on the breakdown of management and administrative staff according to major field of study and gender. The University reported critical staff shortages in the area of Science, Engineering, and Technology. It reports having no strategic plan in place for collaboration or cooperation with business and industry. VUT reports that it plays significant role in shaping or informing national higher education policy. VUT staff members are represented on various bodies that impact on and inform HE, for instance, the National Institute for Higher Education (NIHE), Higher Education South Africa (HESA), South African Technology Network (SATN), National Task Team – Teaching Development Grant, and the South African Society for Cooperative Education (SASCE), amongst others.


The management structure at the VUT is as follows: • Deputy Vice‐Chancellor academic – responsible for four academic Faculties and the

Dean of Research. • Deputy Vice‐Chancellor Institutional Support – in charge of library, operations and

logistics, corporate affairs, and other campuses.


52

• Deputy Vice‐Chancellor Resources and Planning – in charge of human resources, finances, IT, and institutional planning.

The Senate is responsible for all academic and research functions, and is accountable to Council. Its composition is as follows: Principal; Deputy Vice‐Chancellors; Registrar: Academic; Deans of Faculties; heads of the academic departments; Head of Examinations; Director of the Library and Information Services; Director of the Directorate for Institutional Development; two members of the Council not employed by the University of Technology; two representatives from the SRC; all members of staff with the title of Professor (full or associate); Dean of Research; Director of Curriculum Development; Director of Total Quality Management; Director of Academic Development; Director of Cooperative Education; Director of Technology Planning and Development and the Dean of Technology Planning and Development.

2.6.4 Funding

Most of the Institution’s funding comes from Government subsidies/grants, as outlined in the table below. Table 47 Vaal University of Technology: Funding Sources (Estimate data, 2007)


Student fees 25%Government subsidy/grants 71%Donations – private individuals/trusts 4%Total 100%Source: Vaal University of Technology questionnaire response The University reported that the level of funding it receives is sufficient for it to operate effectively. Funding sources have not changed substantially in the past ten years. Funding and income for research is largely in the form of Government grants (80%), followed by donations from the private sector/business/corporations (16%), and donations from international funders or donors (4%). VUT has a number of infrastructure constraints that have a seriously negative impact on its ability to achieve its goals and objectives. These are limited residential facilities and unequal infrastructure on different sites of delivery. The University does not currently face any resource constraints that have a major negative impact on its ability to achieve its goals and objectives. The average annual cost of student tuition per faculty is as follows (estimate data, 2007): • Science, Engineering and Technology: undergraduates, R14,000; postgraduates, R8,500. • Business, Management, and Law: undergraduates, R13,000; postgraduates, R8,500. • Humanities and Social Sciences: undergraduates, R15,000; postgraduates, R8,500. About 29% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. No details were available of what


53

percentage of student loans are repaid in full within the prescribed timeframes. VUT has a strategic plan in place to develop additional sources of income. The table below lists the financial challenges faced by the Institution and initiatives to address these. Table 48 Vaal University of Technology: Main Challenges to financial sustainability



1. Financial management of expenditure

• Risk management process• Policies and procedures

2. Student debt • Management of debt

3. Long term sustainability • Planning framework• Institutional operating plan with scenarios

Source: Vaal University of Technology questionnaire response


VUT has internal quality assurance processes in place, and a specific budget is allocated for this. The quality assurance framework includes teaching activities, research activities, student performance, and administrative processes. Quality assurance procedures are prescribed in the national quality assurance framework, and the University is required to report to the national authorities on quality assurance issues. Furthermore, VUT participates in mandatory peer review quality assessments. The University regularly carries out internal valuations of its academic programmes. It also has mechanisms in place for ongoing staff development, 80% of which is conducted internally and 20% externally. Evaluation of the performance of individual teaching staff is carried out on a voluntary basis. Some student learning services are evaluated by the University. There are no processes in place to evaluate research activities. The University uses external/independent moderators in the marking of student examinations. It also actively seeks feedback from students on academic issues, governance, and student services. Table 49 Vaal University of Technology: Challenges and Interventions in the area of Quality

Assurance


1. Compliance drives Change the format of the quality assurance process 2. Alignment of resources, risks and quality

audits Proper planning model

Source: Vaal University of Technology questionnaire response


VUT values and gives high priority to collaboration with other SADC higher education institutions. Enrolment by students from other SADC countries is also valued and prioritized. There has, however, been no significant change in the number of foreign students studying


54

at the Institution in the past five years. Language/s and cultural support is provided for foreign students. The University has Memoranda of Understanding (MOUs) with other institutions on student and staff exchange. It has a wide range of collaborative projects with higher education institutions outside of South Africa, as well as collaborative community/development projects in conjunction with other institutions, organizations, business, and industry. The University believes that Regional collaboration provides tangible benefits, but provided no further details. Nor did it specify any challenges that it faces with regard to Regional collaboration or initiatives taken to address these.

2.7 UNIVERSITY OF CAPE TOWN (UCT) 16

The University of Cape Town (UCT) is the oldest university in the country. It was founded as the South African College, a boys’ high school, in 1829. The College included a small tertiary education facility that grew after gold and diamonds were discovered in the northern part of the country in 1880, because this gave rise to a need for mining skills. The College was granted university status in 1918, and ten years later moved most of its facilities to its present site at Groote Schuur on the slopes of Devil’s Peak (University of Cape Town, 2008a). The Institution has six faculties: Commerce; Engineering and the Built Environment; Law; Health Sciences; Humanities; and Science. These are supported by the Centre for Higher Education Development. In keeping with the University’s vision to be research‐led, there are more than 60 specialist research units supervising postgraduate work, while the Institution has more than a quarter of the country’s A‐rated researchers (academics who are considered world leaders in their fields). UCT strives to be the leading research university in Africa (University of Cape Town, 2008a). The Institution describes its mission as follows:

Our mission is to be an outstanding teaching and research university, educating for life and addressing the challenges facing our society. Educating for life means that our educational process must provide: • a foundation of skills, knowledge and versatility that will last a life‐time, despite a

changing environment • research‐based teaching and learning • critical enquiry in the form of the search for new knowledge and better understanding,

and • an active developmental role in our cultural, economic, political, scientific and social

environment. Addressing the challenges facing our society means that we must come to terms with our past, be cognisant of the present, and plan for the future. In this, it is central to our mission that we: • recognize our location in Africa and our historical context • claim our place in the international community of scholars

16 A questionnaire was completed by the University of Cape Town. This section is based on the data provided in the questionnaire response as well as data gathered from the university website: www.uct.ac.za


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• strive to transcend the legacy of apartheid in South Africa and to overcome all forms of gender and other oppressive discrimination

• be flexible on access, active in redress, and rigorous on success • promote equal opportunity and the full development of human potential • strive for inter‐disciplinary and inter‐institutional collaboration and synergy, and • value and promote the contribution that all our members make to realizing our mission. To equip people with life‐long skills we must and will: • promote the love of learning, the skill of solving problems, and the spirit of critical enquiry

and research, and • take excellence as the bench‐mark for all we do. We are committed to academic freedom, critical scholarship, rational and creative thought, and free enquiry. It is part of our mission to ensure that these ideals live; this necessarily requires a dynamic process of finding the balance between freedom and responsibility, rights and obligations, autonomy and accountability, transparency and efficiency, and permanence and transience; and of doing this through consultation and debate (University of Cape Town, 2008b).

2.7.1 Student Data

The University offers contact learning only. In 2006, there were 21,224 students, all of whom were full‐time. The number of South African citizens numbered 16,446, while there were 2,450 students from SADC countries and 2,244 non‐SADC country students. There are a further 84 students of unknown nationality (HEMIS, actual data, 2006). UCT does not currently differentiate between full‐time and part‐time students, except within a few very small named programmes.


56

Table 50 University of Cape Town: Summary of Enrolment Numbers (Estimate data, 2006)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


6,060 2,060 4,000 4,245 314 939 450 112


6,061 2,727 3,334 4,174 1,017 555 84 232


6,125 4,141 1,984 4,148 562 609 233 573

Health Sciences

2,978 1,956 1,022 1,799 193 761 188 37

TOTALS 21,224 10,884 10,340 14,366 2,086 2,864 955 954Source: University of Cape Town questionnaire response UCT awarded 5,363 qualifications in 2006. A breakdown of these qualifications is provided in the table below. Table 51 University of Cape Town: Summary of Qualifications Awarded (Actual data, 2006)






Masters Degree

Doctoral Degree



1,428 872 267 228 61 0


1,617 772 578 263 5 0


1,743 1,119 403 191 31 0

Health Sciences 575 342 114 84 36 0TOTALS 5,363 3,105 1,362 766 133 0

Source: University of Cape Town questionnaire response. The following facilities are provided for students. Table 52 University of Cape Town: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities Yes


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Career guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: University of Cape Town questionnaire response

2.7.2 Staff Data

In the 2007 academic year, 1,320 of the academic and research staff were South African citizens, 84 were citizens of SADC countries, and 252 were residents from non‐SADC countries. Of the academic and research staff, 2,316 were South African citizens, 46 were SADC country residents, and 154 were non‐SADC country citizens (estimate data, 2006). The distribution of academic and research staff according to faculty and gender is detailed in the table below. Table 53 University of Cape Town: Academic and Research Staff (Estimate data, 2006)

Major Field Of Study Total Number (headcount)

Number of females

Number of males

Science, Engineering & Technology 480 116 364Business, Management & Law 331 141 190Humanities and Social Sciences 404 194 210Health Sciences 380 242 138Other (Centre for Higher Education Development)

63 42 21

TOTALS 1,658 735 923Source: University of Cape Town questionnaire response. The qualifications of the academic and research staff in each of the faculties are detailed below. Table 54 University of Cape Town: Academic and Research Highest Level of Qualification

(Estimate data, 2006)17


qualification



Masters Degree

Doctoral Degree

Other


7 8 74 221 0


8 27 72 46 0


19 24 99 141 0

Health Sciences 8 6 46 77 0

17 Note that total number of staff qualifications does not tally exactly with total staff numbers presented above


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qualification

Other (Centre for Higher Education Development)

0 9 28 23 0

TOTALS 42 74 319 508 0Source: University of Cape Town questionnaire response. The University’s research output in 2006 is indicated in the following table: Table 55 University of Cape Town: Research Output (Actual data, 2006)


Number Of


accredited journals


journals

Books Published



464 26 12 252


44 32 22 42


76 58 57 28

Health Sciences 367 50 1 14Other (peer‐reviewed published conference proceedings)

0 0 7 0

TOTALS 951 166 99 336Source: University of Cape Town questionnaire response. UCT’s research policy is clearly defined. The definition of scope is outlined in its Research Policies document (shared during the research), as follows:

UCT strives to maintain and strengthen all excellent research, whether its applicability is immediately obvious or not. Research at UCT includes basic, curiosity‐driven, applied and contract research, as well as policy development, artistic and creative production. It encompasses a broad spectrum of mind‐stretching activity, all characterized by necessarily strenuous intellectual endeavour and the intention to influence the thinking of others through teaching, publication and dissemination of ideas, results or data. It should impact students as well as the leading thinkers in the field. This applies equally well to fundamental research and

to the application of ideas to societal problems and needs: With regard to peer review and teaching, in Research Policies it states

It follows then that research must stretch the collective mind of the people engaged in that activity, both nationally and internationally. The judgment of the impact of research on leading thinkers is also the assurance of its quality, and is the basis for review. It is for these reasons that the University demands that its academic staff engage in publicly accessible research. Critical investigation of the basic concepts of their subject, and working on the ways that knowledge can be used in new ways to assist in societal or economic development, ensures that teachers are continuously re‐evaluating what they teach and how they teach it, and this feeds back directly to teaching at all levels. Thus, staff and student involvement in research activity is seen as an integral contribution to teaching.


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The quality of research is guided by the following: The University strives to maintain and develop quality assurance mechanisms for research. These include both qualitative and quantitative measures of quality in basic and applied research, extension work, and artistic creation emanating from scholarly endeavour. External peer judgment of outputs is the most significant mechanism of assessing research quality and it is the responsibility of individual researchers to ensure that their work is subjected regularly to peer review. This can take the form of ratings by external agencies, assessment through periodic review of research groups, publication in peer‐reviewed journals, personal and departmental accreditation through professional associations, external examination of research theses, and professional review of artistic creation, exhibitions and performances. The University aims continually to improve both external and internal mechanisms of quality assurance through its Quality Assurance and Planning Information Working Group (University of Cape Town, Research Policy).

The University’s number of management and administrative staff according to field of study and gender is displayed in the table below. Table 56 University of Cape Town: Management and Administrative Staff (Estimate data,

2006)


Number of females

Number of males

Science, Engineering & Technology 488 250 238Business, Management & Law 260 199 61Humanities and Social Sciences 211 147 64Health Sciences 629 493 136Other (Centre for Higher Education Development)

58 38 20

TOTALS 1,646 1,127 519Source: University of Cape Town questionnaire response. The University reports no critical staff shortages at present.


The University is governed by the Council, which is constituted according to the provision of the Higher Education Act, 1997, and the University of Cape Town Statute. The Council’s responsibilities include determining the mission, objectives, goals, strategies, and policies for the progress of the institution. It also aims to ensure an environment that is conducive to efficient, effective, economical, and ethical attainment of these goals. Council is also responsible for maintaining and ensuring a financially secure, healthy, and viable environment and accounting for all decisions taken at UCT, including submission of reports and documents to the Minister of Education. The Council is accountable to the State through the Minister of Education. It has a membership of 30, including the executive officers, other employees of the Institution, students, and non‐members of the Institution (comprising at least 60% of the total membership). The body is appointed by a wide range of parties (University of Cape Town, 2008c).


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The Vice‐Chancellor as CEO is supported by a team of four Deputy Vice‐Chancellors who each have portfolio responsibility for Faculties, the Business School, and service departments that offer professional services across the university: Finance, HRM, Properties and Services, Student Services, Development and Alumni, Libraries, Communication, IT Services. The Registrar is secretary to Council, Senate and Convocation and responsible for academic administration and legal issues across the University. The University has an elaborate committee system through which the work of Faculties and departments is managed. The University’s Governing Body is represented as follows: Table 57 University of Cape Town: Governing Body Representation


Number of members who are ministerial appointees 3Number of members who are convocation appointees 6Number of members who are appointed by the academic body 2Number of students representatives 2Ex officio appointees 5Members elected by Senate 3Members elected by donors 2City Council’s nominee 1Premier’s nominee 1Appointments Committee appointees 5TOTAL 30Source: University of Cape Town, 2008c. The University exercises a degree of influence in shaping and informing national higher education policy through its participation in a number of fora that impact on shaping policy, for example, through Higher Education South Africa, Presidential Working Group on Higher Education, Consultants to the Department of Education, and committees of Higher Education South Africa (for example, the Registrars’ Forum, Finance Forum and HRM Forum).

2.7.4 Funding

While the University receives most of its funds from government subsidies/grants, a relatively high proportion comes from student fees and research and services, as the table below shows. Table 58 University of Cape Town: Funding Sources (Actual data, 2006)


Student fees 28.7%Government subsidy/grants 37.6%Donations – private individuals/trusts 5.6%Research and services 21.7%


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Investment income 6.4% Total 100%Source: University of Cape Town questionnaire response Currently, 36.1% of funding/income for research is supplied by the Government, while 46.7% is provided by international donors/funders, 3% are donations by private individuals/trusts, and 14.2% comes from donations from the private sector, business, and industry (actual data, 2006). The level of funding that UCT receives is inadequate for its operational requirements. The Institution functions very close to break‐even, and consequently it does not have the resources to invest in development of infrastructure and physical, academic, and social systems to the extent needed. The University’s funding/income sources have changed substantially in the past ten years in that the state subsidy has decreased significantly in relation to total income. The Institution faces major infrastructure constraints. It has an increasing need to provide additional student residence accommodation in a context where the space to build additional residences close to the campus does not exist. UCT’s building plans have to take heritage site regulations into account, and this impacts on building plans for the campus. Capacity to grow student numbers is limited by the current physical space shortage. It also faces resource constraints due to financial constraints. This is due to limitations on fee income increases, plus the growing need for financial aid and bursary support at undergraduate and postgraduate levels. The University does not calculate the average annual cost of student tuition per faculty. Roughly 25% of students receive additional financial support, excluding financial support from their families, to study at the institution. No details were available of what percentage of student loans are repaid in full within the prescribed timeframes. UCT has a strategic plan for developing additional sources of income. Table 59 University of Cape Town: Main Challenges to financial sustainability



1. Lagging state subsidy • Liaise with Government

2. Fees constrained by the faulty assumption that higher fees restrict access

• Benchmarking of fee increases against an internal rate of inflation, however a deeper understanding of the fee/access dynamic needs to be understood among all stakeholders. Higher fees and much higher financial aid should be explored

3. Staffing costs escalation • Understand the drivers of staff costs and develop benchmarks

against which to assess appropriate staffing levels. Reviewing activities for efficiency and effectiveness

4. Pitching at a high level and addressing many socially important shortcomings within our society

• Liaise with Government


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5. Technological advances and access to electronic resources

• Invested significantly in IT infrastructure renewal and in access to electronic library resurces

Source: University of Cape Town questionnaire response


There are internal quality assurance processes in place at UCT. A specific budget is allocated for this purpose. The quality assurance framework includes teaching activities, research activities, student performance, administrative processes, and external relations. Quality assurance procedures to be followed are prescribed by the national quality assurance framework. The University is also required to report on quality assurance issues to the national authorities. UCT participates in mandatory peer review quality assessments and internal evaluations of its academic programmes are carried out. Mechanisms are in place to provide ongoing staff development, of which about 80% is done internally and 20% by external service providers. The University also has mandatory processes in place for evaluating the performance of individual teaching staff. All student learning services and all research activities are evaluated. External/independent moderators are involved in marking student examinations. The Institution also actively seeks feedback from students on academic issues and student services. Table 60 University of Cape Town: Challenges and Interventions in the area of Quality

Assurance


1. Strengthen articulation between teaching, research, social responsiveness, and performance‐oriented planning.

A three‐year Quality Improvement plan with targets/milestones for each year.

2. Accelerate transformation. 3. Promote equity of access for students and the quality of the

student experience. 4. Improve the quality and profile of UCT’s graduating class.5. Improve research productivity and research planning and promote

staff development. Source: University of Cape Town questionnaire response


UCT prioritizes collaboration with other SADC higher education institutions. As the University is part of SARUA, SADC students are well represented on the student body. The University’s University Science, Humanities, and Engineering Partnerships in Africa (USHEPiA) programme includes collaboration with universities of individual SADC member countries. The programme was set up to promote collaboration amongst established African researchers in the generation and dissemination of knowledge, and to build institutional and human capacity in African universities. The ultimate goal is to build on existing potential to


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develop a network of African researchers capable of addressing the developmental requirements of sub‐Saharan Africa. The Institution also values and prioritizes enrolment by students from other SADC countries. In the past few years, there has been a significant increase in the number of SADC students at UCT, from 1,603 in 2001 to 2,586 in 2006, representing 12% of the student body in that year. Support is provided to foreign students; activities throughout the year are geared towards international student integration. However, no direct support is provided in respect of English as a foreign language. UCT encourages collaborative research, with African partners in particular, through specific support and funding mechanisms to contribute to the general democratization of knowledge production. Social engagement and responsiveness is furthermore gauged by its strategy of proactively ‘translating’ research into society. Collaboration with the South African Agency for Science and Technology Advancement (SAASTA) provides a mechanism whereby researchers and students play a major role in raising the public awareness of science through a series of ongoing interventions. Funding categories in the University’s internal funding framework include support for innovative collaborative projects that explore new terrain and stimulate a novel approach and funds to bring visiting scholars of repute to the University. UCT is undertaking partnerships with local and international institutions that have grown into mutually beneficial collaborations. Apart from the more specialized partnership programmes, the Institution has thousands of individual academic linkages within South Africa, with other African countries, and worldwide. These operate at various levels, such as institutional, departmental, individual academic, societies, and external examinerships, among others. Some examples are: • The University Science, Humanities and Engineering Partnerships in Africa (USHEPiA)

programme is a capacity‐building partnership among eight south and east African universities, including UCT, which has been running for ten years. It enables staff members of the partner universities to apply for postgraduate (mostly PhD) studies within a split‐site degree structure, where the fieldwork is relevant to and located in the home country, and the away site provides resources and co‐supervision.

• The African Gender Institute, which aims to advance gender equity through intellectual capacity‐building, welcomes women academics from Africa for short‐term research fellowships.

• The International Academic Programmes Office (IAPO) directs UCT’s strategic objectives with regard to the university’s internationalization policy. Agreements have been signed globally with more than 45 leading universities and with the non‐profit Council for International Education Exchange and InterStudy to promote exchange programmes and to give UCT students opportunities to study abroad. More than 32 collaborative agreements have been signed with international universities at departmental and research level (University of Cape Town, 2008d).

The University is also involved in a wide range of collaborative community/development projects in conjunction with other institutions or organizations as well as a number of collaborative projects with business and industry.


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UCT recognizes the following tangible benefits from Regional collaboration: • Human capital development; develop talent for Regional and continental benefit; • Development of African teaching material and case studies; • Student and staff exchanges; • Benchmarking the quality and content of teaching; and • Management of intellectual property issues. Table 61 University of Cape Town: Main Challenges to Regional Collaboration and

Initiatives Undertaken to Address These


challenges

Mobility of students and the issue of costs SADC fee protocol where students pay UCT’s local fee

Funding support Approach funders to support regional initiatives rather than individual institution‐specific intiatives

ICT infrastructure in an unfolding global knowledge society and the need to harness ICT for purposes of development

Foundation support to engage this issue

Internet bandwidth and related infrastructure Foundation support to engage this issu. Source: University of Cape Town questionnaire response UCT lacks the necessary ICT infrastructure needed for effective collaboration with other Regional institutions, but has sufficient technical support. The Government could take the following steps to facilitate Regional collaboration among HE institutions: 1. Promotion of and political support for HE collaboration; 2. Funding support for collaboration; and 3. Immigration legislation to facilitate easier passage from study to work permits. Donors and other international organizations could also take steps to facilitate regional collaboration among HE institutions: • Support for infrastructure; • Support for ICT development and capacity; • Support for initiatives where HE institutions and their management can engage with

African and global experts in major fields like science and technology.

2.8 UNIVERSITY OF FORT HARE18

Established in 1916, Fort Hare is the oldest historically black university in southern Africa. It was named after John Hare, Lieutenant‐Governor of the Eastern Cape Colony in the 1840s. The original Fort Hare was established in 1846 as a military base for the colonial conquest of the Ciskeian Xhosa Chiefdoms. Its name was changed in 1946 to the University College of Fort Hare and control of the Institution was transferred to Rhodes University in

18 No questionnaire response was submitted. This section is based on HEMIS data, the university’s website, and other relevant secondary sources.


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Grahamstown. In 1959 the University was taken over by the apartheid Government and all ties with Rhodes were cut. Fort Hare was incorporated into the apartheid system of ethnically‐oriented universities serving South Africa’s ‘independent’ black homelands. In 1990, after the Ciskei president Lennox Sebe was thrown out in a military coup, the University’s Council and top administrators resigned, and the first black Vice‐Chancellor was appointed – marking the end of Bantu education at the Institution. In 2004, Fort Hare acquired the Rhodes University East London campus during the Government’s restructuring of higher education (The University of Fort Hare, http://www.ufh.ac.za/timeline.html). The University has five faculties – Science & Agriculture, Social Sciences & Humanities, Management & Commerce, Education, and Law. The University’s main campus is adjacent to the small town of Alice in the Tyhume valley, about 120 km west of East London. The two satellite campuses are located in Bhisho (Bhisho Campus) and 5km north of Bhisho (All Saints Campus), while the East London campus is situated in the city’s centre (The University of Fort Hare, http://ufh.ac.za/campuses.html and http://www.ufh.ac.za/profile.html). The University’s vision and mission are as follows:

The University of Fort Hare is a vibrant, equitable and sustainable African university, committed to teaching and research excellence at the service of its students, scholars and wider community. MISSION STATEMENT The mission of the University is to provide high quality education of international standards contributing to the advancement of knowledge that is socially and ethically relevant, and applying that knowledge to the scientific, technological and social‐economic development of our nation and the wider world (University of Fort Hare General Prospectus, 2008).

2.8.1 Student Data

The University had 8,526 students in 2006, 7,446 of which were contact students and 1,080 distance students. No details were available for the number of full‐time and part‐time students. Of the total, 7,425 were South African citizens and 1,012 were from other SADC countries, while 89 students were enrolled from non‐SADC countries (HEMIS data, 2006). Table 62 University of Fort Hare: Summary of Enrolment Numbers (Actual data, 2006)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree



1,318 575 743 1,106 111 66 35 0


1,347 678 669 1,256 91 0 0 0


66

Major Field Of S d

Total b Of

Number f l

Number l



5,796 3,541 2,255 5,009 398 327 55 7

Health Sciences

66 56 10 49 0 17 0 0

TOTALS 8,526 4,850 3,676 7,420 600 410 90 7Source: HEMIS data. The University awarded 1,906 qualifications in 2006, as depicted in the table below. Table 63 University of Fort Hare: Summary of Qualifications Awarded (Actual data, 2006)






Masters Degree

Doctoral Degree



229 147 70 6 6 0


146 115 31 0 0 0


1,531 1,267 219 42 3 0


Source: HEMIS data. The facilities listed below are provided for students at the University: Table 64 University of Fort Hare: Student Services


Academic orientation services Yes Academic support services (e.g. writing centres, study skills etc)

Yes

Accommodation facilities Yes Career guidance services Yes Psychological counselling services Yes Sports facilities Yes Social and cultural activities (bars, clubs, theatre, music etc) Yes Health centre Yes Source: University of Fort Hare.19

19 The University of Fort Hare, accessed on 24 September 2008 at http://www.ufh.ac.za/students/prospective/development.html


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2.8.2 Staff Data

In 2006 the University employed 261 academic and research staff, of which 93 were female and 168 males. Of the 144 management and administrative staff, 72 were female and 72 male (HEMIS data, 2006). No information was available on the distribution of academic and research staff per faculty, or management and administrative staff per faculty. Nor were breakdowns available of the nationality of staff members. In 2006, the highest level of qualifications held by academic and research staff was as follows (Actual data, HEMIS, 2006): • Undergraduate degree/diploma: 25 • Post‐graduate degree/diploma: 66 • Masters Degree: 85 • Doctoral degree: 54 • Other (not specified): 31 Total: 261 No information was available on the University’s research output. However, the promotion of research is one of the University’s core activities. The Institution states on its website that it is committed to the building of research capacity. Its research strategy

recognises the need for research to address local, regional and national needs. It seeks ways to engage in a critical dialogue with partners to build research in areas which complement the University’s historical niche as an African university whilst ensuring internationally recognised excellence (The University of Fort Hare, http://www.ufh.ac.za/research.html

No details were available of the University’s management and administrative staff according to field of study and gender. Nor was any information available on critical staff shortages. Furthermore, it is not known if the University has a strategic plan for collaboration/co‐operation with business/industry.


The South African higher education policy framework provides for a model of cooperative governance, and this defines the roles and responsibilities of the University’s Council, Senate and the Institutional Forum. The University has an Institutional Statute that has been approved by the Minister of Education. The Institution’s website reports further:

The functions of these three structures are underpinned by the dual principles of institutional autonomy and academic freedom while they remain accountable to the State and the interest of the public. The primary accountability for governance is shared between lay members of Council, acting as trustees in the public interest, and professional academics in Senate, who are responsible for teaching, learning, research and other key academic activities. The Institutional Forum, a statutory advisory committee to Council, is concerned with advising Council on issues affecting the Institution The Committee Section of the University of Fort Hare operates under the Registrar’s Division and directly reports to the Director Governance Office, which generally manages and administer governance processes. The Committee Section provides administrative support to Council and Senate as well as sub‐committees of Council and Senate (University of Fort Hare, http://ufh.ac.za/registrar/governance.html)


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2.8.4 Funding

No details were available of the University’s sources of funding. However, the Institution has established the Fort Hare Foundation, the mission of which is to assist the University to achieve its vision by contributing significantly to its income and institutional development. The General Prospectus (2008) lists the Foundation’s strategic goals as follows:

• To become a profitable and sustainable organisation that contributes significantly to Fort Hare’s third stream income;

• To position the University of Fort Hare as the most desired Institution to fund and the Foundation as the partner of choice;

• To ensure that the Foundation becomes an effective and efficient organisation; and • To become a learning and engaging organisation (The University of Fort Hare General

Prospectus, 2008, p.116) • .

The Foundation’s focus areas are: • Forming strategic partnerships for the University: focusing on the Alumni of the university,

potential and existing donors, potential and existing investors of the institution and other important stakeholders of the University;

• Contributing to third stream income: fundraising; augmenting the University’s endowment fund, generating surplus income for the University through business initiatives;

• Support projects and initiatives: enhancing stewardship for recultivation; • Supporting the entire project development process from concept, proposal, negotiation,

accountability and support services to the project managers; and • Donor/investor relations management: cultivating and maintaining relations with donors

and investors (The University of Fort Hare General Prospectus, 2008, p.116). Research at the University is supported by the National Research Foundation (NRF). The Institution participates in the NRF’s Institutional Research Development Programme (IRDP), Thuthuka and Focus Area Programmes. The University has approved Research Niche Area programmes in Water Resource Management, and Sustainable Agriculture and Land Use Strategies. New Niche Area Programmes are under review by the NRF in Culture, Heritage and Social Transformation, and Rural Household Economics. Telkom in collaboration with the Technology and Human Resources for Industry Programme (THRIP) funds a Centre of Excellence in the University’s Computer Science Department. Major supporters of research at the Institution are the Council for Scientific and Industrial Research (CSIR), ESKOM, the Medical Research Council, the Mellon Foundation, the SA/Nederlands Research Programme on Alternatives in Development (SANPAD), the Development Bank of South Africa and the Water Research Commission as well as national and provincial Government departments (The University of Fort Hare, http://www.ufh.ac.za/research.html). Since 2005 a major modernisation process has been underway at the University, on all three campuses and involving teaching and learning facilities and residences. The University is also investing a large sum of money in laboratories and scientific instrumentation (The University of Fort Hare General Prospectus, 2008, p.116)


69


The University has a Quality Management and Assurance Unit (QMA Unit), the goal of which is to ensure that the Institution offers quality education and services to students and the broader community. The General Prospectus (2008) states:

Recognizing the diversity and unique needs of our student body, the QMA Unit acts as a clearing house, catalyst and monitor for innovation in quality, teaching, research and service delivery. The QMA Unit fulfils both an interpretation, integration and communication function and a process function. The QMA Unit works closely with the Quality Assurance committees within the institutional context where quality is the responsibility of all academics, students and administrative staff. Quality is everyone’s concern. In view of the University’s mission of providing quality education, and with reference to the Institutional Operational Plan and Strategic Plan, ensuring all‐round continuous quality improvement in the academic and support services is a priority. The University collectively accepts responsibility for ensuring continuous improvement of the quality of its programmes, community engagement and support services (The University of Fort Hare General Prospectus 2008.

Quality assurance procedures to be followed are prescribed by the national quality assurance framework and the University is required to report on quality assurance issues to the national authorities. Ongoing staff development is provided by the University.


The University values enrolment by students from other SADC countries. In its General Prospectus (2008) it states the following:

The main aim of the international student policy is to contribute towards the overall mission of the University through co‐operative and collaborative academic and student exchange and other educational programme agreements, in order to achieve a culturally diverse university community, and to offer high quality education of international standards. The University of Fort Hare already has active agreements with selected partners, such as the Zimbabwean Government, Kingdom of Lesotho, Botswana Government and the Malawian Government, that regulate the intake of a limited number of international students. A number of co‐operative and collaborative partnership agreements, in the form academic and student exchange programmes, Study Abroad Programs, Semester Abroad, in other regions of the world exist. The University wishes to incrementally attract more international students, and more particularly postgraduate students, in selected, targeted areas where it is presently able to offer comparative advantage (The University of Fort Hare General Prospectus 2008, p.118)

With regard to collaboration within the Region, the University’s Fort Hare Institute of Social and Economic Research (FHISER) on the East London campus has established national and international research links. It is involved in a range of projects in collaboration with development sector partners, other educational institutions and local, regional and national Government departments and agencies. The FHISER is a multidisciplinary research institute focused on critical social, cultural and economic research issues in the Eastern Cape and the southern African region. It focuses on three main research themes: Culture, Heritage and Social Transformation; Poverty, Livelihoods and Rural Development; Urban Renewal and Local Economic Development (The University of Fort Hare General Prospectus 2008, p.120).


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2.9 UNIVERSITY OF KWAZULU‐NATAL20

The University of KwaZulu‐Natal is the result of a merger between the University of Durban‐Westville and the University of Natal in January, 2005. The two Universities were among the first to merge in accordance with the Government’s higher education restructuring plans. The University of Durban‐Westville was established as the University College for Indians on Salisbury Island in Durban Bay in the 1960s. A site of struggle against apartheid through the ‘education under protest’ strategy, it was granted university status in 1971, and, in 1972, moved onto its modern campus in Westville, as the University of Durban‐Westville. It became autonomous, and opened to students of all races in 1984. The Natal University College was established in Pietermaritzburg in 1910, and granted independent university status in 1949. It was by then already a multi‐campus institution, having been extended to Durban after World War I (University of KwaZulu Natal, 2008a).

The University’s vision is to be the premier university of African scholarship. Its mission is to be:

A truly South African university that is academically excellent, innovative in research, critically engaged with society and demographically representative, redressing the disadvantages, inequities and imbalances of the past (University of KwaZulu Natal, 2008b).

Its principles and core values are as follows:

The University commits itself to the principles and values enshrined in the Constitution of the Republic of South African and articulated in the preamble to the Higher Education Act of 1997 (as amended) (University of KwaZulu Natal, 2008b).

The goals of the University are to:

• Promote access to learning that will expand educational and employment opportunities for the historically disadvantaged, and support social transformation and redress.

• Create and develop an enabling environment for all learners and scholars to pursue their studies in accordance with the principles of academic freedom.

• Advance knowledge and culture through globally competitive teaching, learning, scholarship and research, innovation and scientific investigation.

• Foster a capacity for independent critical thinking, free engagement in fundamental discovery and a reappraisal and extension of traditional views of the world amongst students and staff.

• Support and contribute, across the academic enterprise, to national and regional development, and the welfare and upliftment of the wider community.

• Provide holistic education which promotes an awareness of social responsibility and sound ethical practice in a diverse society.

• Promote and foster tolerance and respect for multilingualism, diverse cultures and social values.

• Promote excellence in teaching and learning through creative and innovative curriculum design and development, pedagogical strategies and assessment practices in accordance with sound quality assurance principles.

• Strengthen the Institution through local and international collaboration, exchanges and partnerships with the private sector and higher education institutions in teaching, research and development enterprises.

• Conserve the physical environment, and foster a culture of responsible, ethical, sustainable use of natural resources.

20 University of KwaZulu Natal submitted a response to the questionnaire, and this section is mainly based on this response, as well as data gathered from the university website: www.ukzn.ac.za


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• Increase opportunities for lifelong learning in response to the educational, social, political, scientific and economic challenges of our time.

• Equip graduates to serve as future leaders of the nation. • Ensure effective governance through democratic representation, accountability, and

transparency. • Promote the social and personal well‐being of staff and students, and foster the

realization of their full human potential. • The University views this vision and mission statement as a reflection of its core values

and commitments. In carrying out its various activities, the University seeks to contribute to the building of a just South African society (University of KwaZulu Natal, 2008b).

The University focuses on teaching and learning, but research and community service activities also play an important role, as the table below shows. Table 65 University of KwaZulu‐Natal: Institutional Focus


Teaching and Learning 58%Research 25%Community Service Activities 17%Source: University of KwaZulu‐Natal questionnaire response

2.9.1 Student Data

There were 32,363 contact students at UKZN in 2007 and 5,487 distance students. Of the total student body, full‐time students numbered 28,273 and part‐time 9,577. Of these, 35,516 were South African citizens, 1,386 from other SADC countries and 948 students from non‐SADC countries (actual data, 2007). Table 66 University of KwaZulu‐Natal: Summary of Enrolment Numbers (Actual data, 2007)



(Headcount)

Number female student

s

Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


7,158 2,699 4,459 5,500 283 752 482 141


10,896 5,769 5,127 7,415 2,154 774 147 406


14,634 9,660 4,974 9,462 1,087 1,303 445 2,337

Health Sciences

5,162 3,652 1,510 2,520 283 910 88 1,361

TOTALS 37,850 21,780 16,070 24,897 3,807 3,739 1,162 4,245


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Source: University of KwaZulu‐Natal questionnaire response The figures have been grouped by Faculty, therefore Economics is included in Business, Management, and Law, while Education is included in Humanities and Social Sciences. ‘Postgraduate diplomas’ include postgraduate diplomas, postgraduate Bachelor’s degrees and Honours degrees. ‘Other qualifications’ include Certificate, Occasional, or Foundation students. The Institution awarded 8,453 qualifications in 2006, as shown in the table below. Table 67 University of KwaZulu‐Natal: Summary of Qualifications Awarded (Actual data,

2006)






Masters Degree

Doctoral Degree



1,380 957 229 144 50 0


2,851 1,804 848 190 9 0


3,519 2,052 722 224 38 483

Health Sciences 703 519 141 36 7 0TOTALS 8,453 5,332 1,940 594 104 483

Source: University of KwaZulu‐Natal questionnaire response. The University provides the following facilities for students: Table 68 University of KwaZulu‐Natal: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills, etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: University of KwaZulu‐Natal questionnaire response


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2.9.2 Staff Data

The Institution employed 1,286 South African citizens, 47 SADC country citizens and 139 non‐SADC country citizens as academic and research staff (actual data, 2007). These figures reflect permanent and contract staff only and exclude temporary staff. There were also 1,449 South African citizens, seven SADC country residents and 34 non‐SADC country citizens among management and administrative staff (actual data, 2007). The following table shows the distribution of academic and research staff according to faculty and gender. Table 69 University of KwaZulu‐Natal: Academic and Research Staff (Actual data, 2007)


Number of females

Number of males

Science, Engineering & Technology 395 110 285Business, Management & Law 220 90 130Humanities and Social Sciences 463 238 225Health Sciences 348 181 167Other (Academics outside faculties (research‐like units))

46 25 21

TOTALS 1,472 644 828Source: University of KwaZulu‐Natal questionnaire response. The table below summarizes the highest level of qualifications held by academic and research staff in each of the Faculties. Table 70 University of KwaZulu‐Natal: Academic and Research Highest Level of





Masters Degree

Doctoral Degree

Other


12 16 95 241 0


11 43 85 33 0


17 33 188 131 0

Health Sciences 41 19 74 59 0Other (Outside of Faculties)

8 5 3 7 0

TOTALS 89 116 445 471 0Source: University of KwaZulu‐Natal questionnaire response. These data are for permanent and contract staff only, and exclude temporary staff. In addition to this data, there are ten staff members who have a Technikon qualification, 97 who have a professional qualification, and 244 who have other qualifications. The University’s research output in 2006 is indicated below.


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Table 71 University of KwaZulu‐Natal: Research Output (Actual data, 2006)


Number Of

Publications in internationally and locally accredited journals

Books Published



377 1 339


96 2 48


327 15 340

Health Sciences 152 1 34Other (not specified) 26 0 23TOTALS 978 19 784Source: University of KwaZulu‐Natal questionnaire response. These data do not distinguish between international and local journals. All journal publications are therefore reflected together. UKZN has a clearly defined research policy which makes provision for the following: • Universities and Knowledge: The University understands and affirms the importance of

the symbiotic relationship between the quality of learning/teaching and the quality of research. It therefore seeks to build research across all of its schools and Faculties and to integrate as much as possible its postgraduate students in the education of its undergraduate students.

• The Premier University of African Scholarship: it is the University’s vision to be the Premier University of African Scholarship. It is imperative that the University should not only broaden its research base and draw into the research ethos a greater proportion of under‐represented groups, but also to have in place mechanisms to foster and attract truly outstanding research leaders, and to develop such research leaders for the future.

• Globalization: knowledge is universal, and we can all share in, and contribute to all knowledge. As a University, it is therefore required that it will shape its engagement programmes to be designed in terms of knowledge producing projects. It is also imperative that UKZN actively defines new and interesting research partnerships as a way of building high level capacity in terms of experts, equipment, and ethos.

• Strategic Research Initiatives: as part of its wish to be internationally competitive as a research institution it is imperative that the University develops certain areas in which it is truly outstanding. The University thus has to identify certain niche areas in which it has comparative advantage, and exploit the opportunities offered by them.

• Pure and Applied Research: as a comprehensive research institution, UKZN has the responsibility to support the performance of research throughout the spectrum from basic, fundamental (Mode 1‐type) research on the one hand to product‐related (Mode 2‐type) research on the other hand. In addition, it is imperative that research as or affecting social change and/or action is pursued ethically and responsibly at UKZN.

• Mode 1 and Mode 2 Knowledge Production: the University is aware of both modes of knowledge production, and seeks to create an environment in which both can flourish independently or in conjunction with each other.

• National Research Policies: the new funding formula for universities underlines the importance of research development, by increasing considerably the funding arising


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from graduating Masters and Doctoral students, as well as for publications in recognized research journals.

• Human Resource Development: universities have a particular role to play in educating people to develop enquiring minds and to foster a research approach, as well as a role in the education, development, and training of the research community of the future. Key aspects to be addressed are the growth of a cadre of researchers from amongst those who were previously under‐represented, and the fostering of the truly outstanding.

• Research for the Community – Contract Research: the University encourages staff to take on research contracts where it can be shown that there is a clear scholarly advantage to be gained by the University. However, the University does not accept the concept of taking on research contracts just to ‘make money’, either for the individual or the Institution.

• Research Ethics: the University is concerned that all its activities should be conducted in an ethical fashion, and that an ethical vision is instilled in all students, so that they will behave ethically in their later professional lives.

• Research Freedom: academic freedom is central to the academic research endeavour. Although the University actively encourages collaboration, it nonetheless recognizes the right of individuals to carry out the research of their choice, does not undervalue it, but does its best to provide the necessary funding and other support.

• The Research Environment: a key requirement to retain research leaders, to nurture and develop early career researchers and postgraduate research students is the provision of a supportive non‐invasive environment.

• Funding of Research: the University vigorously supports research as one of its key missions. Such funding is targeted to support work of high quality researchers and research groups across the full spectrum of disciplines, and both curiosity‐driven and needs‐driven research; to develop strategic initiatives; as seed funding for the development of new initiatives and for leveraging outside funding; to encourage and enhance collaborative efforts; to attract and sustain outstanding research leaders, and to develop future research leaders; and to broaden the base of active researchers, particularly amongst designated groups.

• Marketing of Research Achievements: Research results are communicated as widely as possible using all means available including, but not limited to, research journals, conferences, and the media.

• The Quality of Research and the Research Environment: The University creates the environment for and expects its researchers to publish in peer‐reviewed journals, and it uses peer evaluation as a mechanism of quality assurance. The University creates a set of quality parameters for other forms of publications and creative arts to allow it to assess the quality of such research outputs.

The number of management and administrative staff at the University according to field of study and gender are shown in the table below. Table 72 University of KwaZulu‐Natal: Management and Administrative Staff (Actual data,

2007)




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Business, Management & Law 112 91 21Humanities and Social Sciences 134 113 21Health Sciences 147 128 19Other (the support sector) 973 609 364TOTALS 1,490 1,040 450Source: University of KwaZulu‐Natal questionnaire response. These figures are for permanent and contract staff only and exclude temporary staff. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; • Health Sciences; and • Specialist technical support staff and finance support staff.


The governance system of South African higher education institutions is formally constituted in terms of the Higher Education Act of 1997, as amended in 1999, 2000, and 2001, supplemented with each institution’s own statute. In terms of legislation, Council governs the University. The Senate is accountable to Council for the academic functions of the University. Given its large size and complexity, UKZN developed a unique governance structure for the academic sector based on a college system. The following are the essential structural features of the UKZN college model: • Four Colleges (consisting of clustered Faculties), each headed by a Deputy Vice‐

Chancellor and Head of College. • Each College has, as its chief governance structure, an Academic Affairs Board (AAB)

responsible for the academic and research functions of the Faculties within the College. AABs are committees of Senate, and perform the functions traditionally performed by a Senate Executive Committee.

• Within Colleges reside Faculties (two in each College, each with a Faculty Board and headed by a Dean).

• Faculties are constituted by Schools consisting of either a single discipline or a set of cognate disciplines. Schools (each with a School Board and headed by a Head of School) are the primary academic administrative units, and the smallest units to which financial responsibility and accountability are devolved.

The University is managed by the Senate, which is accountable to the Council for all teaching, learning, research and academic functions of the University and all other functions delegated or assigned to it by the Council. The Senate organizes and controls the Institution’s teaching, examinations and research functions. The body consists of the Vice‐Chancellor; the Deputy Vice‐Chancellors who are Heads of Colleges; the Deputy Vice‐Chancellor of Research, Knowledge Production and Partnerships; the Executive Dean of Students; two other members of senior management; two Council representatives (not employees or students); the Head of Library Services; the Director of Quality Promotion and Assurance; the Chairperson of the Institutional Forum; the President of Convocation; five


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members of the support staff; the Deans of the Faculties; the Deputy Deans of the Faculties; all Heads of Schools; five representatives from each Faculty; a fellow of the University appointed by each Faculty; six student representatives; and additional members as approved by the senate. The majority of senate members are academic employees (Republic of South Africa, 2006). The composition of the Governing Body is as follows: Table 73 University of KwaZulu‐Natal: Governing Body Representation


Number of members who come from or represent the business/industry sector 11Number of members who come from our represent the community sector 5Number of students representatives 2Number of staff representatives 9Other (Management) 3TOTAL 30Source: University of KwaZulu‐Natal questionnaire response. The University reported that it plays a significant role in shaping and informing national higher education policy. A number of members of the Faculty of Education have been seconded, or served on various committees, or been consultants to a range of policy development, review, and implementation processes for the National Department of Education. Some of these include the new national policy for teacher education, national roll out for adult basic education, and development and review of the new national school curriculum statement. In addition, various Faculty members have also participated in a range of activities for the Council for Higher Education, which include critical reviews of policies, developing criteria and participating in panels for site visits at institutions, and report‐writing for the national accreditation review and institutional audits.

2.9.4 Funding

The majority of the University’s funding comes from Government subsidies and grants, while student fees and donations from the private sector, business, and corporations also comprise substantial proportions. Table 74 University of KwaZulu‐Natal: Funding Sources (Actual data, 2006)


Student fees 26% Government subsidy/grants 40% Donations – private sector/businesses/corporations 23% Sundry income, eg rent 4% Investment income 3% Realized gains on investment 4% Total 100% Source: University of KwaZulu‐Natal questionnaire response


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These percentages are as per the income and the annual financial statements for 2006. The level of funding that the University receives is inadequate for its needs with regard to its teaching activities. Funding and income sources have changed significantly in the past ten years. The newly merged Institution is in its fourth year of existence, but the legacy Institutions note that the ratio of Government funding to total income has declined steadily. About 70% of funding for research is donated by international donors and funders, 15% is from the private sector, business, and corporations, 8% from investment income, 5% from Government grants, and 2% from tuition fees. The total percentages are actual as per the 2006 financial statements, but the split between foreign and local is an estimate as the University’s records do not provide this information. UKZN’s College of Health Sciences is suffering infrastructural constraints. These are particularly severe on the Medical School Campus, where there is no space to expand, and facilities are already grossly over‐crowded. Allied Health disciplines on the Westville Campus cannot grow without significant injections of capital to extend existing infrastructure. Dentistry is currently housed at a hospital off‐campus in inadequate facilities, further fragmenting a College which is spread across all three campuses in the Durban centre of the University. A complete new Health Sciences Campus would be the optimal solution to the problem. The University also faces resource contraints: pronounced reliance on a state subsidy for income; inability to attract and retain qualified staff; and inability to expand space frameworks. UKZN does not calculate the average annual cost of student tuition per faculty. However, the approximate fees for the first year of study are indicated below. The fees vary depending on the courses taken. • Undergraduate

– Science, Engineering & Technology: R16,500 ‐ R18,100 – Business, Management & Law: R13,500 ‐ R18,720 – Humanities & Social Science: R14,600 ‐ R17,220 – Health Sciences: R14,470 ‐ R21,000

• Honours – Science, Engineering & Technology: R11,290 ‐ R13,380 – Business, Management & Law: R10,540 ‐ R15,280 – Humanities & Social Science: R11,290 ‐ R18,870 – Health Sciences: R13,380

• Masters: R11,820 ‐ R17,840 • Doctorate: R11,820 ‐ R13,830 Additional financial support, excluding financial support from their families, is provided to about 39% of students. It is estimated that around 5% of student loans are repaid in full within the prescribed timeframes. UKZN has a strategic plan in place to develop additional sources of income.


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Table 75 University of KwaZulu‐Natal: Main Challenges to financial sustainability

Main challenges to financial sustainability Institutional initiatives/interventions undertaken to address challenges

1. Over‐dependence on state subsidy. Established the UKZN Innovation Company to develop third stream income sources.

2. Contractual liabilities inherited with the merger. Negotiation with unions to amend conditions of service.

3. Staff compensation as a percentage of total expenditure is higher than Department of Education recommended norms. These norms do not take into account the additional human resource requirements of a multi‐campus institution.

Established the UKZN Innovation Company to develop third stream income sources.

4. Deficit budget. New Budgeting Framework to manage the deficit and arrive at a slight surplus position over five years.

5. Resource allocation on the basis of history.

Have developed a Resource Allocation Model for rational allocation of funds to various sectors.

6. Good financial governance. The adoption of a set of financial regulations and policies governing finance and the strict adherence thereof.

7. Implementation of an effective and transparent planning and budgeting cycle.

Recognizing that planning is a continuous and ongoing process, the University will put in place an annual cycle of performance monitoring, evaluation, and re‐planning linked to a properly functioning budget system to ensure that all financial resources and the process for their allocation are optimally managed. The Institution will introduce and maintain an institutional financial plan, which will be informed by a strategic plan and underpinned by a ‘rolling’ (medium‐term) budgeting framework, and annual operating and capital expenditure budgets.

8. Effective utilization and control of available resources.

Standards of performance in financial management, budgeting and reporting will be set, and evidenced by documented plans and timetables.

9. The reduction in student debt. Explore alternative methods of improving fee collection.

Source: University of KwaZulu‐Natal questionnaire response


Internal quality assurance processes are in place at the University, but there is no specific budget allocated for this purpose. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, and administrative processes. Quality assurance procedures are prescribed by the national quality assurance framework. UKZN is required to report on quality assurance issues to the national authorities. The University takes part in mandatory peer review quality assessments. It also conducts regular internal evaluations of its academic programmes. It provides ongoing staff development, 80% of which is done internally and 20% externally. UKZN has voluntary processes in place for evaluating the performance of individual teaching staff. Some student learning services are evaluated, and some research activities are evaluated.


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External/independent moderators are involved in the marking of student examinations. The University actively seeks feedback from students on academic issues, governance, and student services. Table 76 University of KwaZulu‐Natal: Challenges and Interventions in the area of Quality

Assurance


1. Getting systems embedded Workshops at school level2. IT system development Outsourcing some development3. Finding personnel to organize reviews Hiring retired academics4. QA in a merger context.\ Phasing processes inSource: University of KwaZulu‐Natal questionnaire response


UKZN values and gives high priority to collaboration with other SADC higher education institutions. The University aligns itself with the SADC Human Resource Development protocol and NEPAD imperatives to contribute to development in the Region and the continent. Goal 1 of its strategic plan is African‐led globalization, which it aims to promote through African Scholarship by positioning the University, through its teaching, learning, scholarship, research and innovation, to be an important Regional player in providing good quality education. Enrolment by students from other SADC countries is also valued and prioritized. SADC students are given high priority in that they are given special fee remission; special concessions are made for some categories of students to be trained at UKZN, for example, medical students from Botswana. There has been no significant change in the number of students from foreign countries studying at UKZN in the past five years, as reflected in the numbers below: Table 77 University of KwaZulu‐Natal: Foreign student numbers

Year No. of foreign students

2002 2,091 2003 2,543 2004 2,688 2005 2,579 2006 2,483 2007 2,334 Source: University of KwaZulu‐Natal questionnaire response The 2007 data was as at 20 September 2007 and was subject to change. There was a steady increase in student numbers from 1991 to 2004, however the numbers have declined from 2005. The decline is due to the Government capping policy, exclusion of international students from foundation programmes, and lack of support for marketing and recruitment.


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Extensive support is provided to international students to assist them with language challenges, comprehensive orientation programmes specially designed for international students to assist them with their adaptation to a new country and learning environment, and various other support is provided to support integration. UKZN has collaborative academic/research programmes with the following higher education institutions outside of South Africa: Kigali Health Institute (Rwanda), University of Ghana, University of Dar es Salaam, Rwanda Independent University, Mekelle University (Ethiopia), Moi University (Kenya), Makerere University (Uganda), University of Lubumbashi (Democratic Republic of Congo), and Universities of Antananarivo and Fianarantsoa in Madagascar. Only programmes with African institutions are listed. The University has hundreds of other links around the world in addition to these programmes. UKZN has a strategic plan in place for collaborating and cooperating with business and industry. One of the strategies to achieve pre‐eminence in research is to foster collaborative partnerships in research and innovation (including partnerships with the private sector). The University has declared its intention to: • Engage in research with community partners and enter into a few key partnerships with

external organizations that will result in increased activity in: commissioned policy studies, technical reports, process and product research and development, innovation, and technology transfer across the spectrum from high‐ to low‐tech solutions.

• Initiate strategic Research and Development partnerships to broaden and deepen the diffusion of knowledge production into private sector laboratories.

Pursue mutually beneficial partnerships with research‐based companies to work towards the generation of intellectual property of many kinds, to facilitate the commercialization of Intellectual Property, and to increase the number of patents developed There are also 142 collaborative community/development projects in conjunction with other institutions, organizations, business, and industry. The tangible benefits to be derived from Regional collaboration include: • Supporting skills development in the Region; • Contributing to the economic development of the Region; • Contributing to health development in the Region; • Contributing to infrastructural development in higher education institutions; • Sharing scarce resources by developing centres of research and centres of expertise. Table 78 University of KwaZulu‐Natal: Main Challenges to Regional Collaboration and



challenges

South African students’ lack of interest in travelling to the Region.

Sharing information and making students aware of opportunities in the Region.

Sustainability due to lack of funding support. Generating funds by developing partnerships. Lack of appropriate/adequate infrastructure at partner institutions, e.g. in some cases little or no support structure for international initiatives.

Working with partner institutions to build the necessary infrastructure.


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challenges

Communication mechanisms too slow, e.g. not effective and efficient.

Developing and nurturing alternative route via Embassies/Consulates and visits to speed contacts and make the collaboration work.

Academic programmes may not be comparable; educational systems not aligned; academic year not the same, etc.

Working to overcome some of the academic hurdles by negotiating with those directly involved.

Source: University of KwaZulu‐Natal questionnaire response UKZN states that it has the necessary ICT infrastructure and technical support required to collaborate effectively with other Regional institutions. However, the Government could take a number of steps to facilitate Regional collaboration among HE institutions, such as: • Support the SADC Education and Training Protocol by allocating funds to specific

programmes; • Get HESA and SARUA to provide leadership; • Support the need for effective means of communication with universities; • Require students to spend a semester in one of the regional universities; and • Identify centres of excellence and provide support for their sustainablility. Donors and other international organizations could also facilitate Regional collaboration among HE institutions by: • Providing funding to support strategic initiatives that are Regionally based; • Supporting conferences/workshops with specific themes that are in line with Regional

imperatives; • Providing incentives to staff for initiating and sustaining Regional collaboration; • Providing support to students to study and research in the Region using the Erasmus

Mundus model; and • Providing funding support for identified Master’s and Doctoral level studies in support of

teaching staff in the Regional universities.

2.10 UNIVERSITY OF LIMPOPO21

The University of Limpopo was the result of a merger between the University of the North and the Medical University of Southern Africa (MEDUNSA). The University of the North (UNIN) was established in 1959 at Mankweng, 30km north of Polokwane, as a university for black South Africans and initially under the academic trusteeship of the University of South Africa (UNISA). MEDUNSA was established in 1976, and became operational in 1978. Located 30km north‐west of Pretoria, its aim was to provide tertiary education and training facilities for black people in the fields of Medicine, Allied Health and Nursing Sciences, and Dentistry. The University of Limpopo Turfloop Campus (ex‐UNIN) has the following Faculties: Management Sciences and Law; Humanities; Sciences, Health, and Agriculture; and Health Sciences. The MEDUNSA campus has the following Faculties: Medicine, including the Allied 21 University of KwaZulu Limpopo submitted a response to the questionnaire, and this section is mainly based on this response, as well as data gathered from the university website: www.ul.ac.za


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Health and Nursing Science Departments, as well as the School of Pharmacy; Dentistry; Sciences; and National School of Public Health (University of Limpopo, 2006). The University’s mission statement is as follows:

A world‐class African university, which responds to education, research and community development needs through partnerships, and knowledge generation – continuing the long tradition of empowerment (University of Limpopo, 2006).

The Institution’s main area of focus is teaching and learning, as shown below. Table 79 University of Limpopo: Institutional Focus


Teaching and Learning 80%Research 15%Community Service Activities 5%Source: University of Limpopo questionnaire response

2.10.1 Student Data

In 2007, the University of Limpopo had 17,469 contact students, of whom 14,348 were full‐time and 3,121 part‐time. Of these, 16,905 were South African nationals, 331 SADC nationals and 233 non‐SADC country citizens (Actual data, 2007). Table 80 University of Limpopo: Summary of Enrolment Numbers (Actual data, 2007)22



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


3,546 1,651 1,895 2,971 273 248 54 0


4,723 2,272 2,451 4,197 142 379 5 0


4,803 2,804 1,999 3,739 687 338 39 0

Health Sciences

4,397 2,353 2,044 3,488 89 697 57 0

TOTALS 17,469 9,080 8,389 14,395 1,191 1,662 155 0Source: University of Limpopo questionnaire response The Institution awarded 3,718 qualifications in 2007, as shown below.

22 Totals by level of study and by gender do not always correspond exactly


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Table 81 University of Limpopo: Summary of Qualifications Awarded (Actual data, 2007)






Masters Degree

Doctoral Degree



727 513 127 38 4 0


872 721 69 81 1 0


1,426 1,083 272 65 6 0

Health Sciences 693 581 36 70 6 0

TOTALS 3,718 2,898 504 254 17 0Source: University of Limpopo questionnaire response. The following facilities are provided for students at UL: Table 82 University of Limpopo: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: University of Limpopo questionnaire response

2.10.2 Staff Data

In 2008, the University employed 1,817 South African citizens as academic and research staff. There were 43 citizens of SADC countries and 124 residents from non‐SADC countries. The Institution also employed 1,357 South African citizens, eleven SADC country residents, and 46 non‐SADC country citizens as management and administrative staff (actual data, 2008). The distribution of academic and research staff according to faculty and gender is detailed below. Table 83 University of Limpopo: Academic and Research Staff (Actual data, 2008)





85




TOTALS 1,984 752 1,232Source: University of Limpopo questionnaire response. The University’s academic and research staff held the following highest level of qualification: Table 84 University of Limpopo: Academic and Research Highest Level of Qualification

(Estimate data, 2008)23


Undergraduate degree/diploma

Postgraduate degree/diploma


Other


178 127 136 80 0


87 28 44 14 0


111 80 92 45 0

Health Sciences 315 66 270 55 0TOTALS 691 301 542 194 0Source: University of Limpopo questionnaire response. No details were provided regarding the Institution’s research output per faculty. The University has a clearly defined research policy, the research office being the policy custodian. No further details were provided regarding this policy. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Humanities and Social Sciences; and • Health Sciences. UL has a strategic plan in place for collaboration and cooperation with business and industry. Its policy on community engagement includes research, contract research and contract work. The University states that it has a marginal role in shaping/informing national higher education policy as higher education institutions collectively influence policy.


The University is governed by the Council, which comprises the Chairperson, Deputy Chairperson, Vice‐Chancellor, the two Deputy Vice‐Chancellors, two ministerial appointees,

23 Note that totals in this table do not add up to the same values as those noted in the first paragraph of this section. Estimate data are presented in this table.


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a Senate representative, two academic staff representatives, two SRC representatives, a non‐academic staff representative, and three convocation representatives (University of Limpopo, 2008). The Institution is managed by the Principal, Vice‐Principals, Registrar, Deans of Faculties, and those administrative positions that are equivalent to the positions of the Deans of Faculties. The Principal, who is the Chief Executive Officer of the Institution, is responsible for day‐to‐day management and administration of the University, and has all of the powers necessary to perform these functions. The Principal reports to the Council, and is a member of all of the committees of the Council and Senate (University of Limpopo, 2008). The Governing Body has the following representation. Table 85 University of Limpopo: Governing Body Representation


Number of members who come from or represent the business/industry sector 10Number of members who come from or represent the community sector 4Number of members who come from our represent the community sector 6Number of students representatives 6Number of staff representatives 2TOTAL 28Source: University of Limpopo questionnaire response.

2.10.4 Funding

Most of the Institution’s funding is sourced from government subsidies/grants, and a smaller proportion from student fees, as itemized below. Table 86 University of Limpopo: Funding Sources (Estimate data, 2007)


Student fees 30%Government subsidy/grants 60%Contracts 10%Total 100%Source: University of Limpopo questionnaire response However, the level of funding that the University receives is not adequate for it to operate effectively, in that it constrains growth and development. Sources of funding have not changed significantly in the past ten years. No details were provided of the Institution’s sources of funding for research. The University has infrastructure constraints that affect its ability to achieve its goals and objectives. Its student population is growing in size and diversity, prompting a need for further funding for facilities for teaching, sports, and recreation. The Institution also faces


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resource constraints that affect its ability to attract suitably skilled and qualified staff in the academic and support divisions. UL does not calculate the average annual cost of student tuition per faculty. At present, it is preparing and implementing this process, following its recent merger. About 80% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. No information was available on what percentage of student loans are repaid in full within the prescribed timeframes. The Institution has a strategic plan in place to develop additional sources of income. The table below lists its main financial challenges. Table 87 University of Limpopo: Main Challenges to financial sustainability



1. Skills profile of first entering student • Extended Degree Programmes (EDP)

2. Improving graduate throughput • Improvement of staff profile and resources

3. Staff skills and development • Centre for academic excellence

4. Low student fees • Structured adjustment

5. Low third stream income • Short courses and certificate programmes

Source: University of Limpopo questionnaire response


Quality assurance processes are in place at the University, and a specific budget is allocated for this purpose. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. The national quality assurance framework prescribes quality assurance procedures to be followed, and the University is required to report on quality assurance issues to the national authorities. The University of Limpopo participates in peer review quality assessments, which are mandatory. It regularly conducts internal evaluations of its academic programmes. Ongoing staff development is provided by the Institution, about 95% of which is carried out internally and 5% using external service providers. Processes are in place for mandatory evaluation of the performance of individual teaching staff. All student learning services and all research activities are evaluated. External/independent moderators are involved in marking student examinations. The University actively seeks feedback from students on academic issues, governance, and student services. The main challenge that the University of Limpopo faces in the area of quality assurance is capacity‐building, in response to which it is currently developing a support service improvement programme.


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Collaboration with other SADC higher education institutions is not given high priority by the Institution’s management and senior academic staff, but enrolment by students from other SADC countries is valued. There has been no significant change in the number of foreign students studying at the Institution in the past five years. Foreign students are given language/s and cultural support on the campuses. Little information was available on collaborative research projects. However moves are afoot via the Research Office to refine policy promoting and supporting the partnering of the University’s research expertise with industry (locally and internationally), in line with the demands of the global knowledge economy. As the University states:

These will include issues of contract research, transfer of technology and commercialization of intellectual property. At the same time, through its very strong community service component, the university is able to contribute to the improvement of the health of the communities it serves on the basis of its newly discovered and refined knowledge (University of Limpopo, 2005).

Tangible benefits from Regional collaboration include the following: • Staff qualification and skills development; • Cooperation and instructional improvements at programme level; and • Student exchange. The main challenges noted by the institution are the distances between collaborating institutions and financial constraints. The University of Limpopo lacks the necessary ICT infrastructure and technical support it requires to collaborate effectively with other regional institutions. To facilitate Regional collaboration among HE institutions, the University states that the Government could provide earmarked funding through collaboration projects in management and academic divisions. Donors and other international organizations can take the following steps to facilitate Regional collaboration: 1. Support funding initiatives; 2. Infrastructure improvement; and 3. Support staff and student exchange programmes.

2.11 NORTH‐WEST UNIVERSITY24

The new North‐West University (NWU) came into being in January 2004 through the merger of the former Potchefstroom University for Christian Higher Education and the former University of North West, and thereafter the incorporation of the Sebokeng Campus of the Vista University, by a Notice of Merger and a Notice of Incorporation issued by the Minister of Education in terms of the Higher Education Act, 1997 (North‐West University, 2006, p. 1).

24 The North West University submitted a response to the questionnaire. This section is based on this response, as well as data gathered from the university website: www.nwu.ac.za


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The Institution has campuses spread across two provinces. There are four campuses (Mafikeng, Mankwe, Potchefstroom, and Vanderbijl Park) which operate as business units with specific programmes, as NWU has a decentralized management system (North‐West University, 2008). The values of the Constitution drive the University, especially human dignity, equity, and freedom. NWU aims to promote tolerance and respect for all perspectives and belief systems in order to ensure a suitable environment for education, learning, research, and community service (North‐West University, 2008). North‐West University’s main area of focus is teaching and learning, closely followed by research, as highlighted in the following table. Table 88 North‐West University: Institutional Focus


Teaching and Learning 50%Research 40%Community Service Activities 10%Source: North‐West University questionnaire response

2.11.1 Student Data

There were 27,890 contact students at the University in 2006, plus 10,819 distance students. There were 34,828 students that were South African citizens, 3,536 were from other SADC countries, and 345 from non‐SADC countries (actual data, 2006). Table 89 North‐West University: Summary of Enrolment Numbers (Actual data, 2006)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


8,533 4,723 3,180 7,097 317 604 246 268


6,131 3,099 3,032 4,525 426 949 74 157


12,028 7,583 4,445 10,161 701 810 332 23

Education 12,016 8,537 3,479 6,926 4,605 346 138 2TOTALS 38,708 23,942 14,136 28,709 6,049 2,709 790 450

Source: North‐West University questionnaire response


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Postgraduate diplomas also include Honours. The University awarded a total of 9,826 qualifications in 2006, as shown in the following table. Table 90 North‐West University: Summary of Qualifications Awarded (Actual data, 2006)






Masters Degree

Doctoral Degree



1,872 1,441 211 182 38 0


1,625 898 273 311 143 0


2,481 1,781 426 230 44 0

Education 3,977 2,777 1,143 43 14 0TOTALS 9,955 6,897 2,053 766 239 0

Source: North‐West University questionnaire response. The facilities provided for students by the University are detailed in the table below. Table 91 North‐West University: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: North‐West University questionnaire response

2.11.2 Staff Data

In 2006, the University employed 1,328 South African citizens among its academic and research staff, as well as 26 staff from SADC countries and five from non‐SADC countries. These figures are for permanent staff only. It employed 1,719 South African citizens, four SADC country residents, and seven non‐SADC country citizens as management and administrative staff in 2006 (actual data, 2006). The number of staff according to faculty and gender is illustrated in the table below.


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Table 92 North‐West University: Academic and Research Staff (Actual data, 2006)25


Science, Engineering & Technology 343 131 212Business, Management & Law 92 24 68Humanities and Social Sciences 333 127 206Education 137 66 71TOTALS 905 348 557Source: North‐West University questionnaire response. This refers to permanent staff only. The number of qualifications held by academic and research staff in each of the Faculties is detailed in the following table. Table 93 North‐West University: Academic and Research Highest Level of Qualification

(Actual data, 2006)




Masters Degree

Doctoral Degree

Other


35 41 103 162 0


12 21 27 32 0


34 27 126 142 0

Education 25 12 48 49 0TOTALS 106 101 304 385 0Source: North‐West University questionnaire response. Postgraduate diplomas also include Honours degrees. The research output at the University in 2006 is detailed below. Table 94 North‐West University: Research Output (Actual data, 2006)


Number Of


accredited journals





62.03 15.58 0 0


19.50 43.68 35 0


17.16 127.68 62 0

Education 37.63 28.28 0 0TOTALS 136.32 215.22 97 0

25 Total numbers for academic and research staff do not tally when calculated by level of qualification, nationality and gender.


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Source: North‐West University questionnaire response. The University has a strategy and policy in place for research and innovation. Details of the number of management and administrative staff per major field of study at the Institution are not available, as they are not grouped according to these categories. The University did not report any critical staff shortages.


The Council, as the Governing Body of the NWU in terms of the Higher Education Act and the Statute, has the final responsibility for the direction of the University. In terms of its general and fiduciary responsibilities, it must oversee the proper and effective management of the NWU, as well as its positioning and its contribution to the ‘national project’ (North‐West University, 2006, p. 5). The Senate is the NWU’s academic Governing Body, and, in terms of the Higher Education Act and the Statute, is responsible for governance of the academic business, as well as issues such as language and honorary awards. The Senate considers these issues, and makes recommendations to the Council, as the overall Governing Body (North‐West University, 2008, p. 5). Management of the University is conducted through the Vice‐Chancellor who, by virtue of the Higher Education Act and the Statute, is accountable to Council for effective management and administration of the University. The Vice‐Chancellor implements and operationalizes the policies and directives of Council in the best interests of the NWU. This includes the Institutional Plan and annual budget (North‐West University, 2006, p. 5). The Executive Committee of the Council comprises the Chairperson, the Deputy Chairperson, the Vice‐Chancellor, the Vice‐Principal, and two other members of the Council who are not staff or students of the University. Representation on the Governing Body is as follows: Table 95 North‐West University: Governing Body Representation


Number of members who come from or represent the business/industry sector 4Number of members who come from or represent the community sector 4Number of members who come from our represent the community sector 5Number of students representatives 4Number of staff representatives 12Other (Management) 5TOTAL 34Source: North‐West University questionnaire response.


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2.11.4 Funding

Most of the funding for NWU comes from Government subsidies and grants, but sizeable amounts are also derived from student fees and the sale of goods and services. Table 96 North‐West University: Funding Sources (Actual data, 2006)


Student fees 20.2%Government subsidy/grants 42.8%Donations – private sector/businesses/corporations 2.3%Income and contracts 4.4%Sales of goods and services 23.7%Investment income and non‐recurrent income 6.6%Total 100%Source: North‐West University questionnaire response The Institution reported that it receives sufficient funding to operate efficiently. The sources of funding/income have changed substantially in the past ten years, but no further details were provided. Most of the income for research comes from Government funding (63%), a sizeable proportion of which are donations from the private sector, business, and industry (21%), while the remainder is provided by donations from private individuals or trusts (3%), donations from international donors/funders (7%), and agencies and institutions (6%) (estimate data, 2006). NWU currently reports no infrastructure or resource constraints. The University does not calculate the average annual cost of student tuition per faculty. Nor was any information provided on the percentage of students receiving additional financial support or what percentage of student loans is repaid in full within the prescribed timeframes. The University did not specify whether it has a strategic plan in place to develop additional sources of income. Nor did it list any challenges to financial sustainability. However, in its Institutional Plan 2007‐2009, it stated that, as the state subsidy will, according to the DoE guidelines, increase at an average of only 7.9% over the next three years, the University will need to increase all other income streams at an average of 10% a year, in order to ensure sustainability. Furthermore, NWU aims to ensure that it will earn the maximum amount of subsidy (about 45% of the total income) by aligning the focus of its core business with the imperatives of the new funding formula (North‐West University, 2006, p. 42).


NWU has internal quality assurance processes in place, and it allocates a specific budget for this purpose. The quality assurance framework includes teaching activities, research activities, student performance, and administrative processes. Quality assurance procedures are not prescribed by the national quality assurance framework. However, it is mandatory for the University to report on quality assurance issues to the national authorities.


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NWU participates in mandatory peer review quality assessments. It regularly conducts internal valuations of its academic programmes, and has mechanisms in place to provide ongoing staff development. About 50% of staff development is done internally and 50% externally. The performance of individual teaching staff is evaluated on a mandatory basis. Some student learning services are evaluated. There are also processes in place to evaluate some research activities. The University uses external/independent moderators in the marking of student examinations. It also actively seeks feedback from students on academic issues and student services. Table 97 North‐West University: Challenges and Interventions in the area of Quality

Assurance


1. Process(es) alignment (academic and support services)

Development of quality manuals for support services. Academe programme alignments (between campuses) have started.

2. of reliable and valid quality evaluation instruments.

Ad hoc assistance at present.

3. Linking self‐evaluation results with planning.

An awareness campaign is being developed.

Source: North‐West University questionnaire response


NWU values and gives high priority to collaboration with other SADC higher education Institutions, and also prioritizes enrolment by students from other SADC countries. There has, however, been no significant change in the number of foreign students studying at the Institution over the past five years. The University provides support to foreign students by way of cultural events and language capacitation, for example, by providing simultaneous interpretation in scarce programmes. NWU has cooperation agreements with the following Institutions: Fachhochschule Flensburg, University of Applied Sciences (Germany), Giessen (JLU) (Germany), Hankuk University (Seoul), Kardi Gaspor University (Hungary), Katholieke Universiteit Nijmegen (Netherlands), Kosin University (Korea), Molde University College (Norway), Namibia Evangelical Theological Seminary (NETS), Reformed Theological College (Uganda), Rijksuniversiteit Leiden (Netherlands), Ruhr‐Universitat Bochum (Germany), Sprachen & Dolmetscher Institut Munchen, Tilburg University, Trinity College of Nigeria, University of Antananarevo & ANGAP, Universiteit van Antwerpen (Belgium), Universidad Mayor (Chile), Universiteit Utrecht (Nederland), University of Applied Sciences Wiener Neustadt, University of Radboud (Nijmegen), University of Portharcourt (Nigeria), University of Windsor Ontario (Canada), Utrecht University, Vaxjo University (Sweden), and Ya Majodi College. No information was available on collaborative academic/research programmes with higher education institutions outside of South Africa or collaborative community/development projects in conjunction with other institutions or organizations.


95

The University’s Institutional Plan 2007‐2009 is a strategic plan for collaboration and cooperation with business and industry. This plan builds on the earlier strategic plan of 2006. The University states that tangible benefits can be derived from Regional collaboration, as follows: • Sharing of expertise and scarce resources; • Improved service delivery with regard to relevant needs; • Cost saving; and • Enhancement of own expertise. Table 98 North‐West University: Main Challenges to Regional Collaboration and Initiatives

Undertaken to Address These


1. Only HEI in province. Extend to other regions/countries.2. Human and financial resources. Focus on improving financial and human resources. Source: North‐West University questionnaire response NWU has the necessary ICT infrastructure and technical support to collaborate effectively with other Regional institutions. It reports that the Government could facilitate Regional collaboration among HE Institutions by improving the availability of broadband access. The University also lists the following steps that donors and other international organizations could take to facilitate Regional collaboration among HE institutions: • Participate in or fund collaborative projects; and • Dedicate human and other resources to such projects.

2.12 UNIVERSITY OF THE FREE STATE26

The University of the Free State, a parallel‐medium (English and Afrikaans) institution, was established in Bloemfontein in the Free State in 1904. The main campus is in Bloemfontein. There are six Faculties – Economic and Management Sciences (incorporating the School of Management), Health Sciences (consisting of the School of Medicine, the School of Nursing, and the School of Allied Health Professions), Humanities (incorporating the School of Education), Law, Natural and Agricultural Sciences, and Theology. As a centre of research, the University has close ties with a number of universities in Africa and globally (University of the Free State, 2008a) In 1904, the University began functioning in its earliest form when Grey College School in Bloemfontein first offered a full BA degree course. In 1906 the University became known as the Grey University College (GUC), but, shortly thereafter, the school and college finally parted ways. Later, its name was changed to the University College of the Orange Free State. In 1950, the Institution became a fully fledged, independent university, and its name

26 The University of the Free State submitted a response to the questionnaire. This section is based on this response, as well as data gathered from the university website: www.ufs.ac.za


96

was changed once more, to the University of the Orange Free State (UOFS). In 2001, it became known as University of the Free State (University of the Free State, 2008b). The Qwaqwa Campus, in the eastern Free State and formerly a campus of the University of the North in Polokwane, was incorporated into the UFS in 2003 as part of the national restructuring of higher education. The Institution also has a third campus, the Bloemfontein Vista Campus. The University’s vision is:

To be an excellent, equitable and innovative university (University of the Free State, 2008c). Its mission is:

The pursuit of scholarship as embodied in the creation, integration, application and transmission of knowledge by promoting the following within the ambit of financial sustainability: • An academic culture • Critical scientific reflection • Relevant scientific education • Pure and applied research • Community service • Development of the total student as part of its academic culture (University of the Free

State, 2008c).

2.12.1 Student Data

The University had 22,886 contact students and 1,798 distance students enrolled in 2007. The number of full‐time and part‐time students was not available. Of the student body, 22,802 were South African citizens, 1,533 from other SADC countries, and 183 from non‐SADC countries (Actual data, 2007). Table 99 University of the Free State: Summary of Enrolment Numbers (Actual data,

2007)27



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


4,655 1,967 2,706 2,769 5 832 239 453


6,502 2,982 3,520 4,303 1,298 341 44 258

27 There is some discrepancy in total numbers of students. This was queried with the UFS and is a result how students are allocated to different CESM categories. It was not possible to correct these discrepancies.


97



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


11,031 7,307 3,725 7,310 271 879 298 1,365

Health Sciences

2,496 1,697 780 1,588 262 351 38 248

TOTALS 24,684 13,953 10,731 15,970 1,836 2,403 619 2,324Source: University of the Free State questionnaire response The small discrepancies in student numbers in the above tables was explained as follows. The information was taken from the DoE’s VALPAC system. The DoE combines the various categories differently into Science, Engineering and Technology; Business; and Humanities. The above uses the SET grouping, but subtracts the Health Sciences data for its own category. Education and other humanities were combined to form Humanities and Social Sciences. Law was subtracted from Humanities and added to Business. Occasional students are not included, and PG Bachelor’s degrees and Honours students are combined in the last column. In 2007, the University awarded 5,578 qualifications, as shown below. Table 100 University of the Free State: Summary of Qualifications Awarded (Actual data,

2007)






Masters Degree

Doctoral Degree



879 429 4 181 32 233


1,302 585 495 101 4 116


2,044 1,162 216 126 39 502


Other (Agricultural resources

879 429 4 181 32 233

TOTALS 5,578 2,887 760 660 109 1,162Source: University of the Free State questionnaire response. The University provides the following facilities for students:


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Table 101 University of the Free State: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions Yes (at postgraduate level) Language training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: University of the Free State questionnaire response

2.12.2 Staff Data

Of the academic and research staff employed in the 2007 academic year, 1,080 were South African citizens, four were citizens of SADC countries, and 40 were residents from non‐SADC countries. For the same year, the University employed 1,288 South African citizens, one SADC country resident, and 32 non‐SADC country citizens as management and administrative staff (actual data, 2007). The following table shows the distribution of academic and research staff according to faculty and gender. Table 102 University of the Free State: Academic and Research Staff (Actual data, 2007)






Other (Agricultural resources 20 4 16

TOTALS 1,083 516 567Source: University of the Free State questionnaire response. The table below summarizes the qualifications held by academic and research staff in each of the faculties. Table 103 University of the Free State: Academic and Research Highest Level of Qualification

(Actual data, 2007)





Other


18 119 107 166 18


12 59 54 41 12


99





Other


34 101 108 123 34

Health Sciences 7 34 45 35 7Other (Agricultural resources

1 3 7 30 1

TOTALS 72 316 321 395 72Source: University of the Free State questionnaire response. Research output at the University in 2006/2007 is shown below. Table 104 University of the Free State: Research Output (Actual data, 2007)


Number Of


accredited journals





209 30 19 392


20 42 14 98


21 112 28 119

Health Sciences 21 28 2 132Theology 13 29 1 5TOTALS 284 241 64 746Source: University of the Free State questionnaire response. ‘Books’ includes chapters in books. ‘Other research activities’ includes the number of conference papers presented. The University has a clearly defined research policy, but no further details on it were provided. The table below summarizes the University’s number of management and administrative staff according to field of study and gender. Table 105 University of the Free State: Management and Administrative Staff (Actual data,

2007)






Theology 10 6 4

Non‐academic faculties 699 409 290


100


TOTALS 1,321 848 473Source: University of the Free State questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Health Sciences; and • Senior management on all levels.


The University’s governance and management structures consist of Council, the Executive Committee of Council, Senate, Executive Management, the Executive Committee of Executive Management, the Central Student Representative Council (CSRC), Student Representative Councils of Campuses, and the Institutional Forum (IF). In addition to the powers and duties stipulated in the Higher Education Act or any other relevant law, the Council generally has policy‐making, fiduciary, and monitoring responsibilities. These responsibilities include laying down guidelines in respect of: strategic planning and management; financial management; personnel matters (including determining conditions of service and ensuring quality staff appointments and staff discipline); admission of students and assurance of academic integrity; and creating a positive academic climate. Council fulfils the function of assurance of academic integrity in its capacity as the governing body to which Senate and Executive Management are accountable. The functions and composition of the Senate, as well as the procedures for electing members and office bearers of the body, and procedures for conducting of meetings, are outlined in the Statute of the UFS. The Senate assumes primary responsibility for quality of the core functions of teaching and learning, research, and community engagement at the University. The Senate also performs any other function delegated or assigned to it by Council, and it is accountable to Council. As committees of Senate, the Faculty Boards have the function of ensuring that quality assurance is in place with respect to the academic programmes and qualifications which are delivered by Faculties, and to make recommendations to the Executive Management (EM) with regard to Faculty‐specific admission requirements; programme planning, approval and review; short courses; academic regulations; assessment and examinations; post‐graduate research proposals, supervisors and examiners, and the appointment and promotion of staff. The primary responsibility of the EM is to manage the UFS strategically within the ambit of its vision, mission, strategic plan, and strategic priorities, given the delegated management authority seated within the Faculties, support services departments, and the briefs of portfolio‐ and other sub‐committees of the UFS.


101

At the Qwaqwa Campus, the University is governed by a Council, a Senate, and an IF. Qwaqwa Campus is represented on Council, while Qwaqwa Campus academic staff members are members of Senate in terms of UFS regulations, as well as members of Faculty Boards and the IF. Day‐to‐day management of the Qwaqwa Campus is the responsibility of the Campus Principal, in terms of powers delegated by the Council, assisted by a Campus Principal Advisory Team (CPAT) and a Coordinating Management Committee (QCCMC) consisting of heads of academic programmes and of administrative and support units (i.e. Finance, Student Development and Support, Student Academic Services and Human Resources). The campus is managed as an integral part of the UFS within a dual reporting system, where all Qwaqwa functionaries report to their respective Main Campus managers on all issues, except operational issues, which are dealt with by the Campus Principal. Academic staff members function within integrated, unitary academic departments, and are fully involved in main campus departmental activities (although geographic distance will always be a factor in creating a sense of separation). Managing a multi‐campus university remains a challenge. The dual reporting system of the Qwaqwa Campus also applies to Bloemfontein Vista Campus, with the broad distinction that coordinators of the Vista Campus report to Main Campus line managers only, except in respect of those operational issues that are specifically delegated, as well as campus‐specific disciplinary matters. In 2005, an Interim Administrative Head was appointed to oversee efficient management of the campus, with special reference to physical assets, security and logistical services, and general campus issues. In terms of academic programmes, management has assigned co‐responsibility to coordinators who report directly to academic line managers on the main campus.

The University’s governing body includes is comprised as follows: Table 106 University of the Free State: Governing Body Representation


Number of members who come from or represent the business/industry sector 7Number of members who come from or represent the community sector 6Number of members who come from our represent the community sector 6Number of students representatives 1Number of staff representatives 8TOTAL 28Source: University of the Free State questionnaire response. The University reports that it has a marginal role in shaping or informing national higher education policy, in that it provides feedback on policies, while the Rector is member of Higher Education South Africa (HESA).


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2.12.4 Funding

The University receives most of its funding from Government subsidies/grants, student fees, and investment income. Table 107 University of the Free State: Funding Sources (Actual data, 2007)


Student fees 27.1%Government subsidy/grants 44%Donations 1.2%Investment income 15.1%Income from property plant 1.2%Sales of goods and services 8.3%Income from contracts 3%Total 100%Source: University of the Free State questionnaire response The level of funding that the University receives was reported to be inadequate for its current operations. Its geographical area of intake includes a high number of poor people. The Institution does not have sufficient funds to accomplish some of the focus areas and goals set by the Department of Education. Sources of funding/income have not changed significantly in the past ten years, due in part to the rise in student numbers. Research at the University is funded by Government grants (39.5%), contract research (27.1%), investment income (2.9%), and other income (30.5%). The Institution reports that it faces infrastructure constraints that have a seriously negative impact on its ability to achieve its goals and objectives. There are insufficient lecture venues available. The University also reports resource constraints. The average annual cost of student tuition per Faculty is not calculated. About 16% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. Roughly 40% of student loans are repaid in full within the prescribed timeframes. The University has a strategic plan in place to develop additional sources of income. Table 108 University of the Free State: Main Challenges to financial sustainability


1. Decrease in subsidies in real terms. Initiatives for entrepreneurial income.

2. Limited scope for increase in tuition fees. Initiatives for entrepreneurial income.

3. Declining student numbers as a result of the decline in qualifying matriculants.

Extended programmes, career preparation programmes and other student support services.

4. High inflation. Initiatives for entrepreneurial income, initiatives to save on expenses.


103


5. Affordability of Higher Education in the area of intake.

Bursaries, loans and alternative registration prerequisites.

Source: University of the Free State questionnaire response


The University has internal quality assurance processes in place, and a specific budget is allocated for this. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, external relations, and institutional planning. The national quality assurance framework prescribes quality assurance procedures to be followed. The Institution is required to report on quality assurance issues to the national authorities. The University participates in mandatory peer review quality assessments. Regular internal evaluations of academic programmes are conducted. There are mechanisms in place to provide ongoing staff development. About 60% of staff development is done internally and 40% externally. Mandatory processes are in place to evaluate the performance of individual teaching staff. Some student learning services are evaluated. Research team performance is not evaluated. External/independent moderators are involved in marking student examinations. The University actively seeks feedback from students on academic issues, governance, student services, residences, sports facilities, and their first year experiences. Table 109 University of the Free State: Challenges and Interventions in the area of Quality

Assurance


challenges

1. To provide quality teaching and learning to a diverse student population.

Linking and addressing the major impediments to academic success of the different groups of students as challenges to programme planning, teaching, and learning assessments.

2. Identification of the effectiveness and the relevance of academic programmes in terms of serving the needs of the Region and nationally, as well as pertaining to the employability of graduates.

Draws on user surveys and impact studies on an institutional level to gather information from different stakeholders in evaluating effectiveness, with a view to more effective planning and setting of priorities for quality development and enhancement.

3. Improvement of the institutional research profile. Development of the strategic cluster initiative to excel in certain strategic areas of research and knowledge.

4. Provision of optimum quality support and services to students and staff to ensure optimum provision within existing resource constraints.

Investment in current support services applying the 20:80 principle to improve effectiveness and efficiency by at least ensuring and developing professionalism, developing and fostering a service attitude and ensuring and improving on service excellence.


104


challenges

5. Challenge to sustain and build financial and other resource capacity to assure quality teaching, learning, research, and community service.

Securing external non‐subsidy financial resources for this purpose.

Source: University of the Free State questionnaire response


Collaboration with other SADC higher education institutions is valued and given high priority by the Institution’s management and senior academic staff. An office for internationalization has been established and a policy and strategy put in place. The University also values enrolment by students from other SADC countries. Internationalization is one of its five ‘mega projects’ for the next five years. In the past five years, there has been a significant increase in the number of foreign students studying at the Institution. There is no language/s or cultural support for students, but this is an area for growth, and is seen as a priority. The University has a large number of collaborative academic/research programmes with higher education institutions outside of South Africa. A collaborative community/ development project, The Higher Education Quality Management Initiative of Southern Africa (HEQMISA), is administered by the Planning Unit: Division Quality Assurance in conjunction with the following partner institutions: University of Malawi; Ministry of Education, Malawi; Polytechnic of Namibia; NQHE Secretariat, Namibia; University of Namibia; University of Zambia; National Institute of Public Administration Zambia; University of Botswana; Ministry of Education Botswana; National University of Lesotho; Ministry of Education Lesotho; University of Zimbabwe; University of the Free State and German Technical Cooperation Agency (GTZ). The University has a strategic plan for collaboration/cooperation with business and industry, which differs from faculty to faculty. This includes collaboration with other national and international institutions. However, no information was provided of any collaborative projects with business or industry. The University believes that there are tangible benefits from Regional collaboration, as follows: • Increasing postgraduate students/subsidy; • Networking; • Better academic experiences and exposure for students; • Avoiding unnecessary duplication; and • National/international exposure and entrepreneurial potential.


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Table 110 University of the Free State: Main Challenges to Regional Collaboration and Initiatives Undertaken to Address These


Financial resources

Policies for approval. Quality assurance‐related issues Communication Time for engagements Source: University of the Free State questionnaire response The institution has the ICT infrastructure and technical support needed to collaborate effectively with other Regional institutions. It lists a number of steps that the Government could take to facilitate Regional collaboration among HE institutions: • Hold regular meetings; • Good communication; • Networking; • Trust; and • Seed funding. It also lists steps that donors and other international organizations can take to facilitate Regional collaboration among HE institutions: • Financial and other forms of incentives; • Financial assistance; and • Marketing.

2.13 UNIVERSITY OF JOHANNESBURG28

In 2005, the University of Johannesburg (UJ) was established as a result of the merger of the Soweto and East Rand campuses of Vista University into the Rand Afrikaans University in 2004, plus the merger of the Rand Afrikaans University (into which the two Vista campuses had been incorporated) and the Technikon Witwatersrand in January, 2005. The Technikon Witwatersrand was initially established in 1925, the Rand Afrikaans University in 1967, and the Vista University in 1982. UJ has five campuses located in central Gauteng: the Auckland Park Kingsway Campus (the main campus), the Doornfontein Campus, the Auckland Park Bunting Road Campus, the Soweto Campus, and the East Rand Campus. The University has more than 40,000 full‐time students and 2,700 permanent employees, and is one of the largest residential universities in South Africa (University of Johannesburg, 2008a). The University’s vision is:

to be a premier, embracing, African city university offering a mix of vocational and academic programmes that advances freedom, democracy, equality and human dignity as high ideals

28 A questionnaire response was received from the University of Johannesburg. This section is based on this response, as well as data gathered from the university website: www.uj.ac.za


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of humanity through distinguished scholarship, excellence in teaching, reputable research and innovation, and through putting intellectual capital to work. (University of Johannesburg, 2008b).

In describing its mission, the University commits itself to the following:

• Quality education; • Leading, challenging, creating and exploring knowledge; • Supporting access to a wide spectrum of academic, vocational and technological teaching,

learning and research; • Partnerships with our communities; • Contributing to national objectives regarding skills development and economic growth.

(University of Johannesburg, 2008b). The values guiding University activities include the following:

• Academic distinction; • Integrity and respect for diversity and human dignity; • Academic freedom and accountability; • Individuality and collective effort; • Innovation.

The University has set itself ten strategic goals. Its priorities are to:

• Build a reputable brand; • Promote excellence in teaching and learning; • Conduct internationally competitive research; • Be an engaged university; • Maximize its intellectual capital; • Ensure institutional efficiency and effectiveness; • Cultivate a culture of transformation; • Offer the preferred student experience; • Focus on the Gauteng city regions (University of Johannesburg, 2008b).

Teaching and learning is the University’s main area of focus, as shown in the table below. Table 111 University of Johannesburg: Institutional Focus


Teaching and Learning 74%Research 22%Community Service Activities 4%Source: University of Johannesburg questionnaire response

2.13.1 Student Data

An estimated 41,607 contact students and six distance students were enrolled at the University in 2007. Full‐time students numbered 32,947 and part‐time 8,666. Just over 40,000 of the students were South African citizens, 1,084 were from other SADC countries, and 527 were from non‐SADC countries (estimated data, 2007). The data source for this is HEMIS data and excludes non‐formal qualifications.


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The distribution of students per field of study, gender and level of study is tabulated below. Table 112 University of Johannesburg: Summary of Enrolment Numbers (Estimated data,

2007)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


11,163 3,831 7,332 10,512 162 310 143 36


16,066 8,764 7,302 14,413 1,037 452 120 44


11,935 7,913 4,022 9,250 1,720 626 234 105

Health Sciences

2,449 1,909 540 1,394 851 168 32 4

TOTALS 41,613 22,417 19,196 35,569 3,770 1,556 529 189Source: University of Johannesburg questionnaire response The University awarded 10,200 qualifications in 2006, the breakdown of which is depicted in the following table. Table 113 University of Johannesburg: Summary of Qualifications Awarded (Actual data,

2006)29






Masters Degree

Doctoral Degree



2,114 1,892 143 65 14 0


3,108 2,483 506 103 16 0


4,221 2,897 1,108 117 39 0

Health Sciences 757 447 267 39 4 0TOTALS 10,200 7,719 2,024 324 73 0Source: University of Johannesburg questionnaire response. The following facilities are offered to students:

29 Slight discrepancies in totals were found. Verification was sought.


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Table 114 University of Johannesburg: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other Institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: University of Johannesburg questionnaire response

2.13.2 Staff Data

In 2007, an estimated 2,644 of the academic and research staff were South African citizens, 40 were citizens of SADC countries, and 108 were residents from non‐SADC countries. The Institution employed 4,290 South African citizens, 73 SADC country residents, and 79 non‐SADC country citizens as management and administrative staff (estimated data, 2007). The distribution of academic and research staff according to Faculty and gender is shown in the table below. Table 115 University of Johannesburg: Academic and Research Staff (Actual data, 2007)


Science, Engineering & Technology 656 169 487Business, Management & Law 840 343 497Humanities and Social Sciences 800 380 420Health Sciences 330 201 129Other (Academic dev/support) 166 101 65TOTALS 2,792 1,194 1,598Source: University of Johannesburg questionnaire response. Accurate data are was not currently available on staff qualifications Research output at the University in 2006 was reported as follows. Table 116 University of Johannesburg: Research Output (Actual data, 2006)


Number Of


accredited journals





92 8 3 16


109


Number Of


3 105 2 8


12 90 14 1

Health Sciences 10 21 0 1Education 2 10 2 6Art & Design 0 7 2 1TOTALS 119 241 23 33Source: University of Johannesburg questionnaire response. The qualifications above represent the number of publication units/credits claimed from the Department. Thus, the actual number of (hard copies of) articles, books, book chapters and proceedings is likely to be higher than this. The University’s Senate has approved a Research Strategy that is clearly defined in respect of generic research objectives, but not detailed in respect of which knowledge domains the University should be prioritizing. Defining the latter is a current activity. The University’s number of management and administrative staff is summarized below according to field of study and gender. Table 117 University of Johannesburg: Management and Administrative Staff (Actual data,

2007)


Science, Engineering & Technology 539 233 306Business, Management & Law 740 442 298Humanities and Social Sciences 534 390 144Health Sciences 164 113 51Other (Support divisions) 2,465 1,239 1,226TOTALS 4,442 2,417 2,025Source: University of Johannesburg questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Health Sciences; and • Law.


The governance structures consist of a Council, a Senate, a Students’ Representative Council, and an Institutional Forum. The functions of each are set out in the Higher Education Act, 101 of 1997. The Management Executive Committee advises the Vice‐Chancellor of the University on management issues. The management structure is predominantly of a unitary nature.


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Representation on the Governing Body is described below. Table 118 University of Johannesburg: Governing Body Representation



9

Number of members who come from or represent the community sector 3 Number of members who come from our represent the community sector

4

Number of students representatives 2 Number of staff representatives 9 TOTAL 27 Source: University of Johannesburg questionnaire response.

2.13.4 Funding

The University receives most of its funding from Government subsidies, grants, and student fees, as the table below shows. Table 119 University of Johannesburg: Funding Sources (Actual data, 2006)


Student fees 32%Government subsidy/grants 43%Donations 3%Contracts & services 5%Investment income 16%Profit on disposal of PPE 1%Total 100%Source: University of Johannesburg questionnaire response The University does not differentiate between various types of donations, thus the 3% includes all types of donations. The level of funding that the University receives is currently inadequate. The requirements, in respect of quality education and meeting other strategic imperatives, left the University with an operating deficit of R36 million in 2006. This has, however, been funded from investment income, which is not deemed a financially sound practice. The sources of funding and income have changed significantly in the past ten years. There has been a gradual reduction in the real per‐capita subsidy, and that resulted in an increase in student fees, contract income, and income from services delivered. Current sources of funding and income for research include the following: Government grants 9.7%, donations from private individuals/trusts 0.5%, donations from private sector/businesses/corporations 2%, donations from international donors/funders 0.2%, own subsidy income 87.6% (actual data, 2005). There is an important difference between


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research income and research funding – ‘income’ would normally refer to external income, while ‘funding’ could conceptually include internal funding derived, as in this case, from a Government subsidy. Also, the above breakdown is of total research costs, including indirect costs/overheads. The University faces infrastructure constraints that have a negative impact on its ability to achieve its goals and objective. The Institution has acquired, through its merger, campuses with a large number of dysfunctional buildings unsuitable for higher education use. The refurbishment of these buildings will require large‐scale investment by the Government, the University, and the private sector. In terms of resource constraints, funding remains the single critical issue. The building of research capacity, and the introduction of a new learning model for its academic activities, will require funds currently not available to the University. The average annual cost of student tuition per Faculty is not calculated by the Institution. About 11% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. The University does not provide student loans. About 72% of all tuition and residence fees are paid within the required payment agreements. A strategic plan is in place to develop additional sources of income. The main financial challenges faced by the University are described in the table below. Table 120 University of Johannesburg: Main Challenges to financial sustainability


1. Government funding for tuition and capital expansion is inadequate.

UJ is focusing on improving its quality of teaching and its throughputs in order to generate bigger subsidies.

2. Decreasing Government subsidies have led to student fees increasing by more than the rate of inflation. The socio‐economic conditions of many students do not allow for unlimited increases.

Other sources of income are exploited to limit large increases in student fees.

3. Lack of funds to properly maintain capital assets and to ensure the replacement of moving assets.

Other sources of income are exploited to provide additional income.

4. Inflation experienced by the Faculties is higher than the CPIX. Costs are cut without impacting on the quality of academic activities.

Source: University of Johannesburg questionnaire response


Internal quality assurance processes are in place at the University, for which a specific budget is allocated. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, external relations, academic units (campuses, Faculties, departments, and so on), development and support units, and learning programmes.


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The national quality assurance framework prescribes quality assurance procedures to be followed. The University is required to report on quality assurance issues to the national authorities. It participates in voluntary peer review quality assessments, and regularly carries out internal valuations of its academic programmes. Mechanisms are also in place to provide ongoing staff development, about 30% of which is conducted internally and 70% externally. Voluntary processes are in place to evaluate the performance of individual teaching staff. There are processes in place for evaluating all student services. Research team performance is not evaluated, however. External/independent moderators are involved in the marking of student examinations. Moreover, the University actively seeks feedback from students on academic issues, governance, student services, facilities, and academic development and support issues. Quality assurance challenges faced by the Institution, and interventions to tackle these, are listed below. Table 121 University of Johannesburg: Challenges and Interventions in the area of Quality

Assurance


1. Enhancing ownership for quality assurance within the Institution (it’s everybody’s business).

A longitudinal research project is being undertaken (since 1999) to determine the extent to which Faculty quality committees have accepted quality assurance ownership. Several publications are forthcoming from this ongoing project, and there is an impression that the ownership issue is becoming less of an issue and more of a regular practice. In the latter regard, UJ is strongly propagating a practice where a ‘quality champion’ is identified in each Faculty (it must be a credible person with sufficient clout) that enhances QA in the Faculty. The latter intervention, known as ‘the ally within’ notion, is definitely working.

2. Consistency of quality management practices across Faculties and especially sites of delivery.

The whole Institution (all learning programmes in all faculties on all sites) has jus gone through an intensive programme review process (involving peers from other similar programmes). The process ‘forced’ the Faculties to review their QA processes and to attend to the consistency of processes on different sites of delivery. Campus reviews are formally planned for 2008.

3. Integrating QA and institutional planning practices and initiatives. Linking strategic resource allocation to planning and QA.

The creation of the Office for Institutional Effectiveness (consisting of the Units for Quality Management, Institutional Planning, and Programme Development contributed to the steering of this challenge (with sufficient progress being made in this regard). The Academic Planning and Quality Committees of Senate have also been amalgamated to form a single overarching Academic Planning and Quality Committee, which has helped. Progress made by all Faculties/divisions in terms of the goals of the Institutional strategic plan, is also monitored regularly (for example, half‐year reviews), and resourcing would continuously be tied to it.


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4. Enhancing an Institutional quality ethos and especially promoting quality terminology (‘the quality speak’).

The above‐mentioned programme review process (via self‐evaluation and peer site visits by hundreds of panels) and the current preparations for the Institutional audit (in 2009) contribute to the establishment and promotion of a quality ethos in the Institution and gradually support staff to learn the ‘quality speak’. Numerous workshops related to the latter are facilitated – and the ‘quality allies’ within the Faculties are the strategic partners in this regard.

5. Finding credible QA practitioners in HE – there’s no formal training/ education of QA staff, especially those with an academic background.

Staff are attracted via the Faculties, and the appointment and promotion criteria of staff in the central Office for Institutional Effectiveness are aligned with academic criteria set by the Faculties and the Senate. A second intervention would be to devise and offer a QA practitioner short learning programme – especially for Higher Education Institutions. The latter is an urgent need.

Source: University of Johannesburg questionnaire response


Collaboration with other SADC higher education Institutions is valued, and given high priority in planning for the extension of or internationalization programme. However, implementation still has to be dealt with. Enrolment by students from other SADC countries is also valued and prioritized. There has been a significant increase in the past five years in the number of foreign students studying at the Institution. The University provides language/s and cultural support to foreign students. The International Office initially provides specific support through an orientation programme, part of which is presented by the Learning Centre, and assistance with language where required or referred to them by Executive Deans. Furthermore, ongoing support is given through regular counselling and advising, and annually an International Festival is organized to showcase the culture of students from different countries. The University has collaborative academic/research programmes with a number of higher education Institutions outside of South Africa, including the Institute of Geological Sciences, University of Bern, Switzerland; the University of Liege in Belgium; the Max Planck Institute for Chemical Physics of Solids, Dresden in Germany; El‐Minia University in Egypt; and the University of Michigan in the United States of America. It is conducting preliminary discussions with Eduardo Mondlane University in Mozambique to establish a formal relationship with regard to a possible collaborative community/development project. Collaborative projects with business or industry include Anglo American Corporation; Sasol; Sappi; Eskom (2); Marconi SA, Telkom and ATC; and Rand Water. The University lists the following tangible benefits from Regional collaboration: • Enriching academic projects with the Regional context derived from specific foci or

country‐specific conditions; • Engaging in collaborative research projects relating to country‐specific problems;


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• Building the international mobility experience of academic staff engaging in staff exchanges and academic collaboration;

• Exchanging the mobility of local South African students who do not ordinarily travel to countries in the Region; and

• Contributing to mutual capacity building for staff and students through the admission of students from member countries.

The University’s main challenges to Regional collaboration are described in the following table. Table 122 University of Johannesburg: Main Challenges to Regional Collaboration and



1. Lack of knowledge about Institutions and colleagues in the Region

Initiatives will be developed following a strategic planning session.

2. Finding relevant research and academic collaboration interests of colleagues in the Region.

Implementation of the intended plan following the above‐mentioned strategic planning session.

3. Generating interest among staff in exchanges with colleagues or Institutions in the Region.

Colleagues were informed about the Regional project in Mozambique, and were invited to collaborate.

4. Biases about collaboration with colleagues in the Northern Hemisphere resulting from longstanding collaborations and established projects.

Nothing at present.

5. Finding institutional and other resources to facillitate collaboration.

Should be part of an overall plan referred to under 1 above.

Source: University of Johannesburg questionnaire response The Institution reports that it has the necessary ICT infrastructure and technical support for effective collaboration with other Regional Institutions. The University lists a number of steps that the Government could take to facilitate Regional collaboration among HE Institutions: • Supporting marketing of HE Institutions in the Region, leading to more knowledge about

the strengths, needs, and projects of local Institutions. • Collaboration with Regional and national bodies, for example, the International

Education Association of South Africa (IEASA) in South Africa, to facilitate Regional collaboration among Institutions.

• Facilitating the dissemination of information of interest – projects, resources, and so on – for joint academic and research collaboration among Regional Institutions.

• Organizing colloquia, seminars, workshops, and conferences on Regional academic and research collaboration.

• Provision of targeted funding to initiate collaboration initiatives. Donors and other international organizations could take various steps to facilitate Regional collaboration among HE Institutions, including:


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• Organizing and sponsoring colloquia, seminars, workshops, and conferences on Regional academic and research collaboration.

• Providing funding and logistical support for Regional mobility and exchange of colleagues. • Providing funding resources for joint research projects in the Region. • Supporting mutual capacity‐building projects of junior Faculty members at Regional

Institutions. • Assisting with student mobility programmes through scholarships.

2.14 NELSON MANDELA METROPOLITAN UNIVERSITY30

Nelson Mandela Metropolitan University (NMMU), the largest higher education institution in the Eastern and Southern Cape, began operating in 2005. The Institution was the result of a merger between PE Technikon, the University of Port Elizabeth (UPE) and the Port Elizabeth campus of Vista University (Vista PE). The University has seven campuses in the Nelson Mandela Metropole and George: the Summerstrand North (the main campus, formerly PE Technikon Main) and Summerstrand South (formerly UPE Main) Campuses, Second Avenue (formerly PE Technikon College) Campus, the George campuses at York Street and Saasveld, the Bird Street Campus and Vista Campus (NMMU, 2008a). It has the following Faculties: Arts; Business and Economic Sciences; Education; Engineering, the Built Environment and Information Technology; Health Sciences; Law; Science; Higher Education Access and Development Services. Centres include the Centre for Academic Engagement and Collaboration; Centre for African Conservation Ecology; Centre for Energy Research; Centre for Extended Studies; Centre for Teaching, Learning and Media; and the Telkom Centre of Excellence (NMMU, 2008b). NMMU describes its vision as follows:

Our vision as a values‐driven University is to be the leader in optimizing the potential of our communities towards sustainable development in Africa. Having attained our vision we will be able to: • Contribute to the transformation and development of our communities in terms of the full

spectrum of their needs • Empower our institution, staff, graduates and communities to contribute and compete,

both locally and internationally • Continue to make a major contribution to sustainable development in Africa (NMMU,

2006). The University’s mission statement is:

The Nelson Mandela Metropolitan University is an engaged and people‐centred University that serves the needs of its diverse communities by contributing to sustainable development through excellent academic programmes, research and service delivery (NMMU, 2006).

It is guided by eight core values and principles:

1. Transformation for Equity and Fairness 2. Respect for Diversity 3. People‐centeredness 4. Student Access

30 A questionnaire response was received from Nelson Mandela Metropolitan University. This section is based on this response, as well as data gathered from the university website: www.nmmu.ac.za


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5. Engagement 6. Excellence 7. Innovation 8. Integrity (NMMU, 2006).

The main area of focus at the University is teaching and learning, as the following table shows. Table 123 Nelson Mandela Metropolitan University: Institutional Focus


Teaching and Learning 75%Research 17%Community Service Activities 8%Source: Nelson Mandela Metropolitan University questionnaire response

2.14.1 Student Data

In 2006, there were 19,832 contact students and 4,413 distance students enrolled. Full‐time students numbered 16,221 and part‐time students 8,033. Of the students, 22,321 were South African citizens and 1,095 from other SADC countries, while 829 students were enrolled from non‐SADC countries (actual data, 2006). The table below shows the number of students per Faculty, gender, and level of study. Table 124 Nelson Mandela Metropolitan University: Summary of Enrolment Numbers (Actual

data, 2006)31



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


6,406 2,310 4,096 5,251 109 311 115 620


7,224 3,774 3,450 6,415 166 396 32 215


9,242 6,117 3,218 7,843 532 498 124 245

Health Sciences

1,370 1,016 354 922 172 195 38 58

TOTALS 24,245 13,217 11,118 20,431 979 1,400 309 1,138Source: Nelson Mandela Metropolitan University questionnaire response

31 Note that there are some small inconsistencies in totals of student numbers when broken down by gender and by level of study. This is due to the manner in which statistics are recorded.


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The University awarded 4,894 qualifications in 2006, as shown in the following table. Table 125 Nelson Mandela Metropolitan University: Summary of Qualifications Awarded

(Actual data, 2006)






Masters Degree

Doctoral Degree



1,097 924 77 85 11 0


1,184 1,034 87 61 3 0


2,272 1,909 242 110 10 0

Health Sciences 341 168 137 35 1 0TOTALS 4,894 4,035 543 291 25 0Source: Nelson Mandela Metropolitan University questionnaire response. Honours Degree students are included with the postgraduate Diplomas. The following facilities are offered to students: Table 126 Nelson Mandela Metropolitan University: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other Institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Nelson Mandela Metropolitan University questionnaire response

2.14.2 Staff Data

In 2007, 511 South African citizens, four citizens of SADC countries, and nine residents from non‐SADC countries were employed as academic and research staff (actual data, 2007). The 2006 data are not accurate because of the merger. The data here refers to permanent staff only. The following table shows the distribution of staff according to Faculty and gender. Table 127 Nelson Mandela Metropolitan University: Academic and Research Staff (Actual

data, 2007)



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Science, Engineering & Technology 186 50 136Business, Management & Law 100 40 60Humanities and Social Sciences 150 79 71Health Sciences 52 35 17Other (George campus) 22 4 18TOTALS 510 208 302Source: Nelson Mandela Metropolitan University questionnaire response. The 2006 data totals are not completely accurate because of the merger. The data here also refers to permanent staff only. The qualifications held by academic and research staff in each of the Faculties are summarized below. Table 128 Nelson Mandela Metropolitan University: Academic and Research Highest Level of



qualification

Under‐



Masters Degree

Doctoral Degree

Other


48 16 57 65 0


8 17 35 40 0


27 23 54 46 0

Health Sciences 10 2 22 18 0Other (not specified) 6 4 21 5 0TOTALS 99 62 189 174 0Source: Nelson Mandela Metropolitan University questionnaire response. The 2006 data are not accurate because of the merger. The data here refers to permanent staff only. The research output at the University in 2006 is indicated in the table below. Table 129 Nelson Mandela Metropolitan University: Research Output (Estimate data, 2006)


Number Of






64.64 15.09 0 0


32.48 8.5 3 0


28 15.33 4 0

Health Sciences 4.08 4 0 0


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Number Of





Other (Conferences)

0 0 0 38

Other (Research management)

0 0 1 0

TOTALS 129.2 42.92 8 38 Source: Nelson Mandela Metropolitan University questionnaire response. Books published reflects only books submitted to the Department of Education for subsidy. In all cases, only a few pages were contributed to the book. While the Institution has a clearly defined research policy, it does not have a strategic plan for collaboration or cooperation with business and industry. The University employed 811 South African citizens and two non‐SADC country citizens as management and administrative staff (actual data, 2007). The University’s management and administrative staff are summarized below according to field of study and gender. Table 130 Nelson Mandela Metropolitan University: Management and Administrative Staff

(Actual data, 2007)


Number of females Number of males


79 43 36


22 19 3


29 22 7

Health Sciences 17 16 1 DVC Research, Registrar, Finance, Vice Chancellor, DVC Academic, Student Affairs, George Campus)

666 407 259

TOTALS 813 507 306 Source: Nelson Mandela Metropolitan University questionnaire response. The 2006 data are not accurate because of the merger. Critical staff shortages were reported in the following areas: • Science, Engineering & Technology; • Business, Management & Law; and • Health Sciences.


120

The NMMU reports a marginal role in shaping/informing national higher education policy. The Ministry of Education provides opportunities for individual Institutions to provide comments on proposed policies.


The permanent Council was appointed following an extensive process of obtaining nominations from a wide range of internal and external constituencies. The composition of the Council provides for membership of academic employees, employees other than academic employees, and students of the University, as well as external members. The external members of the Council constitute more than 60% of the membership of the Council. The majority of the external members are appointed on account of their competencies in fields such as governance, finance, law, information technology, business, and human resources. The Council attends to policy and strategic matters; appoints the Chancellor and Vice‐Chancellor and Chief Executive Officer of the University; considers reports from the Executive Management Committee on the management of the University on a regular basis; and ensures that relevant measures are introduced to monitor and evaluate implementation of strategies and policies approved by the Council. The roles of the Chairperson of the Council and the Vice‐Chancellor and Chief Executive Officer of the University are, in accordance with generally accepted governance principles, separated. The Council has established five committees to assist it in the execution of its functions. All are formally constituted and the majority of their membership consists of external members of Council. All committees are chaired by external members of the Council. The Registrar acts as Secretary to all committees of the Council. The functions of the committees of Council are outlined below. The Executive Committee: • Makes recommendations to the Council on strategic matters; the Statute and Rules of

the University; the executive management structure of the University; the critical performance areas of the Vice‐Chancellor; and the delegation of decision‐making authority;

• May make decisions on behalf of the Council on matters of an urgent nature, provided that such decisions are ratified by the Council at its next meeting; and

• May advise the Council on any matter that it deems expedient for the effective and efficient management of the University.

The Governance Committee: • Makes recommendations to the Council on matters such as the Rules of Council; the

establishment of Council committees; the appointment of members of the Council; the assessment of Council’s performance; and the Code of Conduct applicable to Council; and

• May advise the Council on any governance matter that the Committee deems expedient for the efficient and effective performance of the Council.


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The Human Resources Committee: • Makes recommendations to the Council on human resource policy matters such as the

recruitment, appointment and promotion of employees; training and development; job evaluation and performance management; remuneration; employment equity; conditions of service and employee benefits; disciplinary matters; and recognition of trade unions and staff associations; and

• May advise the Council on any matter that the Committee deems expedient for the efficient human resource management of the University.

The Finance and Facilities Committee: • Makes recommendations to the Council relating to the financial management of the

University, including, inter alia, the annual Institutional budget; the financial implications of loans, purchases, construction, etc; tuition and other fees; annual salary increases; management accounts; and the financial statements of the University; and

• May advise the Council on any matter that the Committee deems expedient for the efficient financial management of the University.

Audit and Risk Committee • The Audit and Risk Committee is appointed by the Council to assist it in discharging its

oversight responsibilities. The Committee oversees the financial reporting process to ensure the balance, transparency and integrity of reported and published financial information. The Committee performs the functions and exercises the powers contemplated in the Charter of the Audit and Risk Committee. The overall purpose and objectives of the committee as stated in the Charter are to review: – The effectiveness of the University’s internal financial control and risk management

system(s); – The effectiveness of the internal audit function; – The independent audit process including recommending the appointment and

assessing the performance of the external auditor; – The University’s process for monitoring compliance with laws and regulations

affecting financial reporting; and – The process for monitoring compliance with the University’s Code of Conduct.

Management structures • In addition to the Vice‐Chancellor and CEO, the final senior management structure of

the NMMU consists of the following portfolios: – Deputy Vice Chancellor: Academic – Deputy Vice Chancellor: Research, Technology and Planning – Registrar – Executive Director: Finance – Executive Director: Operations – Executive Director: Student Affairs – Senior Director: Human Resources – Director: Organizational Transformation and Equity – Executive Deans (7) – Campus Principal: Vista Campus – Campus Principal: George Campus


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– Senior Director: Centre for Planning and Institutional Development (CPID) – Senior Director: Higher Education Access and Development Services (HEADS).

The Governing Body representation is shown below. Table 131 Nelson Mandela Metropolitan University: Governing Body Representation


Group


8

Number of members who come from or represent the community sector 4 Number of members who come from our represent the community sector 4 Number of students representatives 2 Number of staff representatives 4 Other (Convocation (3), Senate (2), VC (1), DVC’s (2)) 8 TOTAL 30 Source: Nelson Mandela Metropolitan University questionnaire response.

2.14.4 Funding

Most of the Institution’s funding comes from Government subsidies/grants and student fees, as shown in the table below. Table 132 Nelson Mandela Metropolitan University: Funding Sources (Actual data, 2006)


Student fees 24%Government subsidy/grants 50%Donations – private individuals/trusts 9%Sale of goods and services including residences 7%Income from contracts for research 3%Interest and dividents and non‐recurrent items 7%Total 100%Source: Nelson Mandela Metropolitan University questionnaire response The University’s level of funding is inadequate due to a decrease in state subsidies in real terms, and tuition fee increases in excess of inflation have been required to balance the budget. This is not sustainable or desirable due to the fact that a substantial portion of NMMU’s students are from previously disadvantaged areas in the Eastern Cape. NMMU is currently not in a financial position to fund bursaries to the extent that is required by financially needy students. Sources of funding have changed significantly in the past ten years. This is due to the merger of the former PET, UPE, and the incorporation of the PE Vista Campus, together with the receipt of non‐recurrent ad hoc Department of Education allocations for recapitalization of long‐term borrowings, and direct merger‐related costs and infrastructure projects.


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The University currently has no major infrastructure or resource constraints. The average annual cost of student tuition per Faculty is as follows (Estimate, 2007): • Science, Engineering, and Technology undergraduates, R13,000; postgraduates, R12,000. • Business, Management, and Law undergraduates, R13,000; postgraduates, R12,000. • Humanities and Social Sciences undergraduates, R13,000; postgraduates, R12,000. • Health Sciences undergraduates, R13,000; postgraduates, R12,000. About 12.4% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. NMMU has a strategic plan in place to develop additional sources of income. The main financial challenges it faces are described below. Table 133 Nelson Mandela Metropolitan University: Main Challenges to financial

sustainability



1. Decrease in levels of state subsidy.

• Development of an activity‐based costing and management system.• Establishment of the Innovation Support and Technology Transfer

Office to promote generation of third stream income and to broaden the income base.

2. Salaries as a % of revenue consuming majority of the budget.

• Council directive/ benchmark.• Academic Salary Resource Allocation Model and implementation of

workload formula.

3. Reduction in student numbers. • Implementation of an enrolment planning strategy. • Marketing strategies to reach broader geographic market in SA as well

as abroad.

4. Percent increase in student fees in excess of inflation to balance budget.

• Development of an Activity Based Costing and Management System.• Establishment of the Innovation Support and Technology Transfer

office to promote the generation of third stream income and to broaden the income base.

5. Building up reserves/endowment funds.

• Recapitalization of long‐term borrowings.• Implementation of 3‐year rolling budget and Institutional Operating

Plan that allows for the provision to generate reserves. Source: Nelson Mandela Metropolitan University questionnaire response


There are internal quality assurance processes in place at NMMU, for which a specific budget is allocated. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities and external relations. Quality assurance procedures are prescribed by the national quality assurance framework, and NMMU is required to report on quality assurance issues to the national authorities. The Institution participates in mandatory peer review quality assessments. Internal valuations of the academic programmes are carried out regularly, while mechanisms are in


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place to provide ongoing staff development. About 80% of staff development is done internally and 20% externally. Voluntary processes are in place for evaluating the performance of individual teaching staff. All student services are evaluated, but research activities are not. External and independent moderators are involved in marking student examinations. NMMU actively seeks feedback from students on academic issues, governance, facilities, and student services. Quality assurance challenges faced by the University are outlined below. Table 134 Nelson Mandela Metropolitan University: Challenges and Interventions in the area



1. Staff ownership A developmentally focused process of academic programme review is being undertaken from 2006‐2008 to involve academic staff in a process of defining quality‐related objectives for their programmes

2. Integration of Quality Assurance Systems

A central Academic Planning and Quality Committee has been established in order to monitor institutional Quality Assurance processes

3. Capacity development (staff)

Systematic staff development programmes are provided by the Centre for Teaching, Learning and Media

4. Meaningful student involvement in Quality Assurance activities

No specific strategies have been developed to date

5. Consolidated Quality Management Systems

Planned process for development of consolidated Quality Management System as part of HEQC Merger Project

Source: Nelson Mandela Metropolitan University questionnaire response


Collaboration with other SADC higher education institutions is valued and given high priority by the Institution’s management and senior academic staff, as is enrolment by students from other SADC countries. There has been a significant increase in the number of foreign students studying at the Institution in the past five years. Language and cultural support is provided for foreign students. The University is involved in a wide range of international partnerships, exchanges, and collaboration projects. It is also involved in numerous collaborative community development projects in conjunction with local organizations and businesses. The University asserts that Regional collaboration holds the following tangible benefits: • Exchange of knowledge and ideas; and • Joint funding projects. Table 135 Nelson Mandela Metropolitan University: Main Challenges to Regional

Collaboration and Initiatives Undertaken to Address These



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Central coordination Creation of internal structures to support collaboration, e.g. International office, Centre for Academic Engagement and Collaboration, Centre for Innovation and Technology Transfer, establishment of Engagement Entities with emphasis on Community Engagement, Research and Technology transfer.

Administrative and logistical issues, contractual arrangements Academic workload Source: Nelson Mandela Metropolitan University questionnaire response The Institution has the necessary ICT infrastructure and technical support needed to collaborate effectively with other Regional institutions. The University recommended that the Government could take the following steps to facilitate Regional collaboration among HE institutions: • NMMU has the necessary internal ICT infrastructure, but not enough WAN connectivity

between institutions to facilitate extensive Regional collaboration. Specific funding towards more bandwidth is required.

• Funding incentives and/or rewards for special collaboration projects. • While the necessary ICT technical support is available, the capacity of these resources is

under pressure and the provision of additional resources (through incentive funding of collaboration projects) will be required.

Steps that donors and other international organizations can take to facilitate Regional collaboration among HE institutions include: • Providing capital expenditure funding for equipment requirements for collaboration

projects. • Arranging Regional workshops to share information on possibilities for Regional HE

collaboration. • Establishing donor‐funded projects that will assist in Regional cooperation. • Establishing an accessible database on Regional cooperation – newsletters and invitations

for cooperation.

2.15 UNIVERSITY OF PRETORIA32

The University of Pretoria was established in 1908 as the Pretoria Centre of the Transvaal University College, known as Tuks or Tukkies, which is derived from the acronym TUC. The original college began as an English language institution housed in Kya Rosa, a residential property in the centre of Pretoria. The Institution became the University of Pretoria with the promulgation of an Act of Parliament in 1930 (University of Pretoria, 2008a). The University has six campuses (the administrative site is the Hatfield campus) and various other sites of operation, including the Pretoria Academic Hospital. There are nine faculties (Economic and Management Sciences; Education; Engineering, Built Environment and Information Technology; Health Sciences; Humanities; Law; Natural and Agricultural

32 A questionnaire response was received from the University of Pretoria. This section is based on this response, as well as data gathered from the university’s website: www.up.ac.za


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Sciences; Theology; and Veterinary Science) and a business school, the Gordon Institute of Business Science (University of Pretoria, 2008b). The University’s vision is to strive to be:

• A leader in higher education that is recognized internationally for academic excellence, with a focus on quality;

• A university that is known for international competitiveness and local relevance through continuous innovation;

• The university of choice for students, staff, employers of graduates and those requiring research solutions;

• A university with an inclusive and enabling, value‐driven organizational culture that provides an intellectual home for the rich diversity of South African academic talent; and

• The premier university in South Africa that acknowledges its prominent role in Africa, is a symbol of national aspiration and hope, reconciliation and pride, and is committed to discharging its social responsibilities (University of Pretoria, 2008c).

Its mission is to be an internationally recognized South African teaching and research university and a member of the international community of scholarly institutions that:

• Provides excellent education in a wide spectrum of academic disciplines; • Promotes scholarship through:

– The creation, advancement, application, transmission and preservation of knowledge;

– The stimulation of critical and independent thinking; • Creates flexible, life‐long learning opportunities; • Encourages academically rigorous and socially meaningful research, particularly in fields

relevant to emerging economies; • Enables students to become well‐rounded, creative people, responsible, productive

citizens and future leaders by: – Providing an excellent academic education; – Developing their leadership abilities and potential to be world‐class, innovative

graduates with competitive skills; – Instilling in them the importance of a sound value framework; – Developing their ability to adapt to the rapidly changing environments of the

information era; – Encouraging them to participate in and excel in sport, cultural activities, and the

arts; • Is locally relevant through:

– Its promotion of equity, access, equal opportunities, redress, transformation and diversity;

– Its contribution to the prosperity, competitiveness and quality of life in South Africa; – Its responsiveness to the educational, cultural, economic, scientific, technological,

industrial, health, environmental and social needs of the country; – Its active and constructive involvement in community development and service; – Its sensitivity to the demands of our time and its proactive contribution towards

shaping the future; • Creates an intellectually stimulating and culturally vibrant, pleasant and safe

environment in which its students and staff can flourish; and • Is committed to effective, efficient, caring and innovative approaches to teaching,

research and community service, client‐centred management and administration, and good governance (University of Pretoria, 2008c).

The University’s institutional focus is as follows:


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Table 136 University of Pretoria: Institutional Focus


Teaching and Learning 50%Research 45%Community Service Activities 5%Source: University of Pretoria questionnaire response

2.15.1 Student Data

In 2007, the University of Pretoria had 38,635 contact students and 14,433 distance students. It had 34,445 full‐time students and 4,190 part‐time students (contact students only). Of the contact students, 36,047 were South African citizens, 1,515 from other SADC countries and 1,073 from non‐SADC countries (actual data, 2007). Table 137 University of Pretoria: Summary of Enrolment Numbers (Actual data, 2007)33



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


13,135 4,928 8,207 9,114 1,694 1,773 479 3,356


11,053 5,944 5,109 8,743 795 1,204 242 6,218


5,992 3,699 2,293 4,196 424 941 404 1,390

Health Sciences

4,456 3,119 1,337 3,305 238 779 36 1,214

Veterinary Science

767 489 278 535 23 139 51 145

Education 17,665 11,992 5,673 11,337 5,828 307 181 196Priority Courses 0 0 0 0 0 0 0 1,561TOTAL 53,068 30,171 22,897 37,230 9,002 5,143 1,393 14,080

Source: University of Pretoria questionnaire response

33 Some of the student number totals presented in this table to not tally exactly.


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Table 138 University of Pretoria: Summary of Qualifications Awarded (Actual data, 2006; except for Other qualifications, 2007)






Masters Degree

Doctoral Degree



2,600 1,480 686 366 68 2,925


3,001 1,948 627 405 21 2,273


1,369 824 317 195 33 683

Health Sciences 832 570 116 143 3 683Veterinary Science 154 122 7 19 6 61Education 3,440 2,574 782 67 17 137Priority Courses 0 0 0 0 0 929TOTALS 11,396 7,518 2,535 1,195 148 7,691

Source: University of Pretoria questionnaire response. The facilities provided for students are shown below: Table 139 University of Pretoria: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: University of Pretoria questionnaire response

2.15.2 Staff Data

The University employed 2,145 South African citizens, 35 SADC country citizens, and 81 non‐SADC country residents as academic and research staff in 2007 (estimate data). The distribution of academic and research staff according to faculty and gender is shown below. Among management and administrative staff, 2,239 were South African citizens, 13 SADC country residents, and twelve non‐SADC country citizens (estimate data, 2007). These figures for staff include joint appointments with Gauteng Provincial Hospitals, and are for both permanent and temporary staff. However, the figures exclude staff members working fewer than 15 hours per week. The division between SADC country citizens and staff from other international countries was estimated.


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Table 140 University of Pretoria: Academic and Research Staff (Actual data, 2007)


Number of females

Number of males

Science, Engineering & Technology 737 275 462Business, Management & Law 295 149 146Humanities and Social Sciences 245 126 119Health Sciences 717 383 334Veterinary Science/Education 255 144 111Academic innovation and other support

12 4 8

TOTALS 2,261 1,081 1,180Source: University of Pretoria questionnaire response. The following qualifications were held by academic and research staff in each of the faculties. Table 141 University of Pretoria: Academic and Research Highest Level of Qualification

(Actual data, 2007)


qualification



Masters Degree

Doctoral Degree


183 104 161 289


57 73 83 82


24 23 80 118

Health Sciences 367 33 245 72Veterinary Science/Education/ Other

67 51 68 81

TOTALS 698 284 637 642Source: University of Pretoria questionnaire response. Note that Honours degrees are included in the column ‘Post Graduate Diplomas’. The University’s research output in 2006 is detailed below.


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Table 142 University of Pretoria: Research Output (Actual data, 2006)


Number Of


accredited journals





554 128 19 240


67 107 6 69


106 254 46 58

Health Sciences 141 112 1 17Veterinary Science 125 0 0 2TOTALS 993 601 72 386Source: University of Pretoria questionnaire response. The University of Pretoria has a clearly defined research policy. Its research agenda is based on the following four principles:

• Research will make a positive contribution to local, national and international needs aligned with the National R&D strategy as well as International trends;

• Research will be based on the proven capacity that exists within the University and will be built on work of excellent researchers and research leaders;

• Research themes will not only be defined on short‐term needs, but also be visionary in that they will identify areas of future potential that will require the University to build competencies in order to remain a premier research institution; and

• The University research agenda should also take cognisance of unique competencies that exist within the University (University of Pretoria, 2008d).

The number of management and administrative staff according to field of study and gender appears below. Table 143 University of Pretoria: Management and Administrative Staff (Actual data, 2007)


Science, Engineering & Technology 321 187 134Business, Management & Law 128 101 27Humanities and Social Sciences 113 81 32Health Sciences 188 146 42Veterinary Science/Education 263 172 91Support department (non Faculty) 1,251 689 562TOTALS 2,264 1,376 888Source: University of Pretoria questionnaire response. These figures are for both permanent and temporary staff, but exclude staff members working fewer than 15 hours per week. The University reported a critical staff shortage in the area of Science, Engineering and Technology.


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The Institution is governed by an executive management team and various statutory bodies, as set out in the Higher Education Act No 101 of 1997. Its governance and management structure comprises: • Chancellor • Vice‐Chancellor and Principal • Executive Management

– Vice‐Principals – Executive Directors – Registrar – Advisor to the Vice‐Chancellor

• Council • Senate • Convocation • Institutional Forum • Faculties, departments, schools, and other academic structures of the University as

determined by the Council • Students’ Representative Council • Various support services and other offices, bodies, or structures as established by the

Council (University of Pretoria, 2006). In its Strategic Plan 2007‐2011, the University states:

In terms of the Act the governance of the University is entrusted to its Council: Council approves the overarching policies of the University and monitors their implementation. However, the University has a bicameral structure with the Senate being responsible to Council for the academic programmes of the University and the maintenance of academic standards. Other bodies, provided for in the Act, are the Vice‐Chancellor and Principal and his or her Management, Institutional Forum and the Students’ Representative Council. Decisions by any of these bodies must, first and foremost, be made with the University’s academic aspirations in mind, but subject also to the criteria of efficiency, effectiveness, ethical standards and other values contained in this document. As the University has grown, its management structures have become complex and in need of revision. A process will be initiated to place greater focus on academic faculties within an articulated framework of faculty plans, decentralization, and the delegation of responsibility, authority and accountability. Attention will also be given to the integration and coordination of functions in creating value for staff and students (University of Pretoria, 2006).

The Governing Body representation is comprised as follows: Table 144 University of Pretoria: Governing Body Representation


Number of members who come from or represent the business/industry sector 2Number of members who come from or represent the community sector 1Number of members who come from our represent the community sector 5Number of students representatives 2Number of staff representatives 10


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External members based on expertise 6Members elected by convocation 4TOTAL 30Source: University of Pretoria questionnaire response. The Institution reports that it plays a marginal role in shaping/informing national higher education policy. Several members of staff serve on committees dealing with policy development.

2.15.4 Funding

The University receives most of its funding from Government subsidies/grants and student fees, as shown below. Table 145 University of Pretoria: Funding Sources (Actual data, 2006)


Student fees 25.92%Government subsidy/grants 35.69%Donations – private individuals/trusts 1.52%Donations – International funders/donors 1.97%Investment income 10.10%Contact income and services 19.94%Non‐recurrent income 4.86%Total 100%Source: University of Pretoria questionnaire response The University noted that ‘Donations – private individuals’ includes the private sector, businesses, and corporations. The University reports that its funding is insufficient. Current financial sources only allow for maintenance of its current activities, while the Institution has to finance new initiatives in an extraordinary and unique manner. Its sources of funding/income have changed considerably in the past ten years, increasing considerably in nominal terms due to a steady increase in student numbers and hence an increase in the State subsidy. Increased funding has also been received from abroad. The majority of funding/income for research is obtained from business (contract research)(43%), while 22% is received from Government grants, 19% from donations from international donors/funders, 12% from research grants, and 4% from donations from private sector/businesses/corporations. The University reports infrastructure constraints. Most of the campuses are running at full capacity, with the result that several building projects are under way to lift the constraints. Resource constraints are also an issue in that the Institution faces declining State subsidy per capita in real terms.


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The University calculates the average annual cost of student tuition per faculty as follows (Actual data, 2006): • Science, Engineering and Technology: R31,867. • Business, Management and Law: R15,188. • Humanities and Social Sciences: R19,726. • Health Sciences: R42,078. • Veterinary Science: R177,878. The cost per student is based on total direct costs allocated to the Faculty divided by FTE students. A total calculation is done rather than separate calculations for undergraduate and postgraduate and students. About 41% of students receive additional financial support, excluding financial support from their families, to enable them to study at the institution. The percentage of students that repay their loans in full within the prescribed timeframes was not available. A strategic plan is in place to help the University develop additional sources of income. Table 146 University of Pretoria: Main Challenges to financial sustainability



1. Inadequate fundraising

• Informal scanning of the internal and external environment for possible changes in policies that may impact on the University’s ability to raise funds.

• Evaluation of the fundraising function through benchmarking. • Continuous identification of opportunities for fundraising. • Continuous identification of and relationship building with

prominent individuals/companies/Government.

2. The large number of discretionary elements of the new subsidy framework that was introduced in 2004 makes planning for this critical figure (state subsidy) extremely difficult

• In the unlikely event that the subsidy income deviates substantially from the budgeted figure, the University would be able to sustain its operations for at least another year. The main source of income to supplement any shortfall would be to re‐allocate the investment income of the University. Although such a measure will support the teaching activities, it will have a substantially negative impact on the research capacity and outputs of the University.

3. The capping of FTEs for the teaching input component of the subsidy by the Department of Education may lead to a substantial decrease in the subsidy if the capping is released and if the growth in student numbers at the University during the period of the capping is lower than the growth in student numbers for the sector as a whole

• The Ministerial Statement on Higher Education Funding, issued on 4 September 2007, indicated that the share of the Teaching Input Subsidy for the University would decline marginally over the next two years. The impact on the Teaching Input Subsidy for the University will therefore be minimal.

• Further input by the Universiy on its Student Enrolment Plan probably gave rise to the share of the Teaching Input Grant of the University being kept nearly constant. A marginal decline from the current 9.17% to 9.14% is evisaged in 2009.


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4. Inability to commercialize reseach effectively

• Reseach Support Office offers assistance with contracting and IP management.

• Campus companies aligned with UP policy. • New inventions are disclosed to appropriate Research Support

Office. • Commercialization of patents and IP is the joint responsibility of

the inventor, Faculty and appropriate Research Office (which may be supported by specialist consultants).

• Build alliances with partners who can facilitate commercialization. 5. Financial sustainability and viability of

Faculties in the Natural Sciences • Normal faculty planning and institutional planning processes.



Internal quality assurance processes are in place, and a specific budget is set aside for this purpose. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. The University reported that quality assurance procedures are not prescribed by the national quality assurance framework. However, the University is required to report on quality assurance issues to the national authorities. The University of Pretoria participates in peer review quality assessments, which are mandatory. It conducts regular internal evaluations of its academic programmes, and has mechanisms in place for ongoing staff development. Mandatory processes are also in place to evaluate the performance of individual teaching staff. All student learning services are evaluated. Some research activities are evaluated. External/independent moderators are involved in marking student examinations. The University actively seeks feedback from students on academic issues, governance, and student services. Table 147 University of Pretoria: Challenges and Interventions in the area of Quality

Assurance


1. Strain placed on Institution by unaligned processes of external bodies with QA/Accreditation functions.

Engagement in the national discourse on Quality through ongoing communication with professional bodies and other stakeholder groups and input in their processes; assigning responsibility to a central Unit to facilitate the interaction.

2. Confusion over the role and mandate of SETAs in quality assurance in HE (often also among the SETAs themselves).

Engagement in the national discourse on Quality through ongoing communication with professional bodies and other stakeholder groups and input in their processes; assigning responsibility to a central Unit to facilitate the interaction.

3. Ensuring consistency of application in a large institution.

Continuous refinement of review and feedback processes.

4. Information management challenges.

Systems renewal project in progress.

5. Appropriate mechanisms to ensure involvement in QA.

Student Quality Literacy project scheduled for 2008.


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Collaboration with other SADC institutions is valued highly by the University of Pretoria. SADC countries are seen as having similar challenges as South Africa, and the Institution believes these can be resolved together. The SADC Protocol on Education and Training also supports such collaboration. Enrolment by students from other SADC countries is equally valued. The University would not want South Africans to be excluded for the benefit of SADC students, but it realizes that, to increase diversity and international experiences at the Institution, foreign students are needed. As such, SADC students pay the same fees as South African students. The number of foreign students studying at the Institution has increased significantly in the past five years. There were about 2,400 international students and about 263 exchange students in 2007. Language/s and cultural support are offered to these students. Some non‐degree courses are offered for those intending to learn English and/or Afrikaans. The University has collaborative academic/research programmes with the following higher education institutions outside of South Africa: • HIV/AIDS programme with the University of Eduardo Mondlane, Mozambique; • Agroforestry programme with the International Centre for Research in Agroforestry,

Kenya; • Education Research programme with the University of Jyvaskyla, Finland; • Student Administration Information Exchange with the National University of Singapore; • Agriculture, Biotechnology and Forestry projects with the North Carolina State University,

USA; • Students Exchange Programme with the University of Missouri, USA; • Nature Conservation programme with the International Union for Conservation of

Nature, Zimbabwe; • Law Project with Washington University, USA. Collaborative community/development projects in conjunction with other institutions or organizations are as follows: • Afrinam with the United Nations, all African countries; • Siyam’kela with the Southern African Bishops Conference Aids Office, SADC Region; • Music Therapy with the Ministries of Education and Culture of SADC countries, the

Norwegian Foreign Office, the Centre for Indigenous African Instrumental Music and Dance Practices (CIAIMDA) and the Pan African Society for Musical Arts Education (PASMAE);

• United Nations World Tourism Organization (UNWTO) TEDQUAL Tourism Volunteers programme with the UNWTO, the Mozambican Ministry of Tourism, USAID, Nathan Associated and George Washington University.

The following are examples of collaborative projects with business or industry: • Creating a Virtual National Address Database with AfriGIS and the South African

Department of Trade and Industry;


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• Cellulose Synthesis Toolbox of Eucalyptus Trees Revealed with Mondi, SAPPI, THRIP and the National Research Foundation (NRF);

• Numerical Weather Prediction with the British High Commission; • The Curse of the Tsetse Fly with the Institute of Tropical Medicine, and ARC‐

Onderstepoort Veterinary Institute; • Academic Information Service with the Ford Foundation, USA; • Hearing Screening for Infants with the Health Professions Council of South Africa; • The Status of African Languages with the Pan South African Language Board and national

languages bodies; and • Occupational Lung Disease Among Platinum Miners with the South African Department

of Minerals and Energy. The University believes that tangible benefits from Regional collaboration include the following: • Broadening international exposure to students and staff; • Expanding a base for collaborative reaserch projects; • Cost‐effective staff and student exchanges; • Better understanding of the region which has a direct bearing on our university and the

country at large; and • A broader pool of intelligent and high achieving students. Table 148 University of Pretoria: Main Challenges to Regional Collaboration and Initiatives



challenges

1. Lack of internet connectivity in the partner institutions

Encouraged improved internet connectivity

2. Lack of administrative personnel in the Office of Collaborations

Encouraged more support for the Office of Collaborations

3. Excessive delays in correspondence Encouraged speedy responses to facilitate exchanges

4. Political instability and safety concerns Proposed to the partner institution to hold meetings in South Africa

5. Language Offered basic English lessons to the partner institutionSource: University of Pretoria questionnaire response The University has the ICT infrastructure necessary for collaborating effectively with other Regional institutions. The University recommended the following steps that the Government could take to facilitate Regional collaboration among HE institutions: • Establish an intergovernmental treaty to collaborate in higher education; • Provide funding to promote collaboration; • Establish inter‐country projects; • Establish a national coordinating office to facilitate collaborative projects; and • Grant visa exceptions for academics on collaborative projects.


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Donors and other international organizations could also take various steps to facilitate Regional collaboration among HE institutions: • Fund collaborative projects; • Provide funding for the establishment of a coordinating office; • Support staff and student exchanges aimed at getting to know the Region; • Offer training activities in other countries to facilitate knowledge of other countries; and • Study the constraints of universities and find ways to address them.

2.16 RHODES UNIVERSITY34

Rhodes University College was established in Grahamstown in 1904, and the Institution was inaugurated as Rhodes University in 1951.35 The University has six faculties (commerce, education, humanities, law, pharmacy, and science). Its vision is to be an outstanding internationally‐respected academic Institution which proudly affirms its African identity and which is committed to democratic ideals, academic freedom, rigorous scholarship, sound moral values, and social responsibility. The University’s mission is as follows:

In pursuit of its vision the University will strive to produce outstanding internationally‐accredited graduates who are innovative, analytical, articulate, balanced and adaptable, with a life‐long love of learning; and to strive, through teaching, research and community service, to contribute to the advancement of international scholarship and the development of the Eastern Cape and Southern Africa. Accordingly, the University undertakes • to develop shared values that embrace basic human and civil rights; • to acknowledge and be sensitive to the problems created by the legacy of apartheid, to

reject all forms of unfair discrimination and to ensure that appropriate corrective measures are employed to redress past imbalances;

• to create a research‐based teaching and learning environment that will encourage students to reach their full potential, that is supportive of students from disadvantaged backgrounds, and that will produce critical, capable and skilled graduates who can adapt to changing environments;

• to promote excellence and innovation in teaching and learning by providing staff and students with access to relevant academic development programmes;

• to provide an attractive, safe and well‐equipped environment that is conducive to good scholarship and collegiality;

• to provide a safe and nurturing student support system as well as a diverse array of residential, sporting, cultural and leadership opportunities that will foster the all‐round development of our students, the university and the region as a whole;

• to attract and retain staff of the highest calibre and to provide development programmes for staff at all levels;

• to promote excellence in research and other creative endeavours; • to play an active role in promoting inter‐disciplinary and inter‐institutional collaboration

within the Eastern Cape Province; • where appropriate, to assist in the development of the Eastern Cape Province by making

available the University’s expertise, resources and facilities;

34 A questionnaire response was received from Rhodes University. This section is based on this response, as well as data gathered from the university’s website: www.ru.ac.za 35 Rhodes University History, accessed 20 August 2008 at http://www.ru.ac.za/about/history.html


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• to play a leading role in establishing a culture of environmental concern by actively pursuing a policy of environmental best practice;

• to strive for excellence and to promote quality assurance in all its activities.36 Teaching and learning is the University’s main area of focus but research also features strongly, as the following table shows. Table 149 Rhodes University: Institutional Focus


Teaching and Learning 50%Research 35%Community Service Activities 15%Source: Rhodes University questionnaire response

2.16.1 Student Data

The University had 5,814 contact students and 100 distance students enrolled in 2006. Full‐time students numbered 5,077 and part‐time 837. Of the student body, 4,490 were South African citizens and 1,151 from other SADC countries, while 273 students were enrolled from non‐SADC countries (actual data, 2006). Table 150 Rhodes University: Summary of Enrolment Numbers (Actual data, 2006)37



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


985 414 572 594 1 158 106 0


1,303 694 609 1,090 63 112 10 0


2,619 1,665 954 2,126 42 191 72 0

Health Sciences

373 255 118 345 0 14 14 0

Education 635 391 244 315 83 129 40 0TOTALS 5,915 3,419 2,497 4,470 189 604 242 0

Source: Rhodes University questionnaire response

36 Rhodes University Vision and Mission, accessed 20 August 2008 at http://www.ru.ac.za/about/mission.htm 37 Student number totals presented in this table do not tally accurately in some instances.


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In the above table, Honours are not counted as they do not fall into any of the levels requested. Occasional students are also not counted. In the 2006 academic year, the University awarded 1,533 qualifications, as shown in the following table. The University offers short courses, but the numbers are also not included in the table. The qualifications awarded to students per faculty in 2006 are detailed in the table below. Table 151 Rhodes University: Summary of Qualifications Awarded (Actual data, 2006)






Masters Degree

Doctoral Degree



325 154 2 42 19 0


349 268 43 20 1 0


491 200 40 69 17 0

Health Sciences 74 69 0 4 1 0Other (Education)

314 188 49 36 8 0

TOTALS 1,553 879 134 171 46 0Source: Rhodes University questionnaire response. The University provides the following facilities for students: Table 152 Rhodes University: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: Rhodes University questionnaire response


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2.16.2 Staff Data

Of the academic and research staff employed in the 2006 academic year, 245 were South African citizens, 22 were citizens of SADC countries, and 56 were residents from non‐SADC countries. These data reflect nationality and not citizenship, and are as provided in the HEMIS data submission. For the same year, the University employed 911 South African citizens, twelve SADC country residents, and 19 non‐SADC country citizens as management and administrative staff (actual data, 2006). Again, this is based on nationality not citizenship. The following table shows the distribution of staff according to faculty and gender. Table 153 Rhodes University: Academic and Research Staff (Actual data, 2006)


Number of females Number of males


96 27 69


42 14 28


126 52 74

Health Sciences 17 6 11Other (Education) 16 6 10Other (unknown) 26 8 18TOTALS 323 113 210Source: Rhodes University questionnaire response. The following table summarizes the qualifications held by academic and research staff in each of the faculties. Table 154 Rhodes University: Academic and Research Highest Level of Qualification (Actual

data, 2006)




Masters Degree

Doctoral Degree

Other


2 0 24 61 0


3 0 17 6 0


3 1 60 70 0

Health Sciences 2 0 7 8 0Other (Education) 0 0 7 7 0TOTALS 10 1 115 152 0Source: Rhodes University questionnaire response. The table below indicates research output at the University in 2006.


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Table 155 Rhodes University: Research Output (Actual data, 2006)


Number Of


accredited journals





137 0 4 0


14 0 1 0


75 0 12 0

Health Sciences 14 0 0 0Other (Education) 8 0 0 0TOTALS 248 0 17 0Source: Rhodes University questionnaire response. The University does not hold any indicators to enable it to count by international or national publications, but has provided the subsidy earning journals as per the Department of Education list. It has grouped by department and main area of specialization within the academic departments. Other research is recorded in the annual Research Report but is not measured in any way, and would be difficult to equate to all or any of the areas listed above. Although other research is undertaken, it was not possible to provide details. The University has a clearly defined research policy. On its website it states that:

It is our policy to encourage research at the highest level of excellence and to ensure that our research programmes are internationally recognized for their excellence.38

It also states that

The University is committed to excellence in research and to further developing and maintaining its culture of research. The contribution of research to teaching is also emphasized, since cutting edge research impacts strongly on approaches to teaching and produces analytical and creative graduates with a lifelong love of learning, who will be innovative and creative and can assume leadership roles in their respective fields. The University also views research as a means of addressing the developmental needs of South and southern Africa in addition to international needs as defined in policies and initiatives such as NEPAD and others. It is also considered important to contribute to the need to improve the number of higher degree graduates and the national skills shortage in many research areas. The University and its associated Research Institutes are constantly seeking ways to increase and enhance its research and is committed to undertaking excellent and internationally recognized research in all fields but particularly those with importance and interest to South Africa. Building research capacity of Black and female staff as well as the identification and nurturing of research potential among young academics is one of the University’s primary goals. Rhodes actively fosters postgraduate studies and the production of innovative and creative Master’s and Doctoral graduates. Rhodes University encourages intra‐ and inter‐disciplinary collaboration within the University and its associated Institutes as well as with other South African Institutions, particularly those in the East Cape Region. In addition, Rhodes is keen to develop exchange programmes and research collaboration with SADC and overseas Universities.

38 Rhodes University, accessed 20 August 2008 at http://www.ru.ac.za/research/


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Current research strategies include increasing the number and quality of its postgraduates and research outputs, an increased regional research focus and collaboration while building on international links and activities, sourcing increased internal and external funding opportunities and fostering research in identified niche areas as well as in innovative and entrepreneurial fields.39

The following table summarizes the University’s number of management and administrative staff, according to field of study and gender. It includes technicians, hence the larger numbers in the Science Faculty. It also excludes cleaning staff and grounds and gardens staff. Table 156 Rhodes University: Management and Administrative Staff (Actual data, 2006)


Science, Engineering & Technology 34 17 17Business, Management & Law 9 9 0Humanities and Social Sciences 42 31 11Health Sciences 9 5 4General admin staff 303 213 90Other (Education) 3 3 0TOTALS 400 278 122Source: Rhodes University questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; and • Health Sciences. The University does not have a strategic plan for collaboration or cooperation with business and industry as Grahamstown has minimal business/industrial activity. The Institution reports that it plays a minimal role in shaping or informing national higher education policy. Key University personnel participate in relevant national bodies. The University also attempts to contribute to policy debates via Higher Education South African (HESA), the Higher Education Quality Committee (HEQC), and the Presidential working group on HE.


The University Council and Senate were established and conducted according to section 32 of the South African HE Act (101 of 1997). The Senior Management Committee comprises the Vice‐Chancellor, two Deputy Vice‐Chancellors, Registrar, Registrar: Finance and Operations, six Academic Deans (Commerce, Education, Humanities, Law, Pharmacy, Science), Dean: Teaching and Learning, Dean of Students, Dean: International Office, and

39 Rhodes University, accessed 20 August 2008 at www.ru.ac.za/research/research/philosophy.htm.


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Directors of Support Services (Community Engagement, Library, HR, Finance, Estates, IT, Residential Operations, Planning, and Quality, and Communications and Development). The University’s Governing Body includes the following representation. Table 157 Rhodes University: Governing Body Representation


Group


5

Number of members who come from or represent the community sector 11 Number of students representatives 2 Number of staff representatives 3 Other (4 Senate reps + VC and DVCs) 8 TOTAL 29 Source: Rhodes University questionnaire response.

2.16.4 Funding

The University receives most of its funding from student fees and Government subsidies/grants. All figures are actual but the donations amount of 15% is inclusive of all gifts, grants and donations. Table 158 Rhodes University: Funding Sources (Actual data, 2006)


Student fees 35%Government subsidy/grants 35%Donations – private sector/businesses/corporations 15%Interest and Dividend 4%Sale of Goods and Services 4%Other (Non Recurrent Income) 7%Total 100%Source: Rhodes University questionnaire response The University reported that the level of funding that it receives is inadequate for its needs, and it is unable to grow to any significant extent on current funding. In addition, the Institution is finding it impossible to maintain the favourable student:staff ratios which it currently offers, and this may impact on its high success rates and research outputs. Salaries have fallen below the 50th percentile, and attracting high quality staff to Grahamstown is becoming increasingly difficult. Sources of funding/income have not changed significantly in the past ten years. About 21% of total research funding comes from Government grants, 10% from foreign grants, 59% from University funds, 1% from Social Council funding, 7% from private sector/business/corporations, and 2% are donations from private individuals and trusts (actual data, 2005).


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Rhodes University faces infrastructure constraints in the form of a shortage of accommodation in residences and too few medium‐sized lecture theatres. These constraints have a negative impact on its ability to achieve its goals and objectives. Resource constraints that have a negative impact on its ability to achieve its goals and objectives include: exorbitant building costs and a shortage of building professionals, especially in a rural area; high interest rates which make borrowing unfeasible; and little scope for increasing student fees or attracting additional subsidies (RU already has the highest pass rates and per capita research outputs in the country). The Institution calculates the average annual per student costs by department, as follows (actual data, 2006): • Science, Engineering and Technology: R88,697. • Business, Management and Law: R12,152. • Humanities and Social Sciences: R51,821. • Health Sciences: R59,035. • Education: R39,719. In addition, the University does not distinguish between undergraduate and postgraduate students for this indicator. Departments have been categorized according to the main area of specialization, and the average for that category then calculated. About 24% of students receive additional financial support, excluding financial support from their families, to enable them to study at the Institution. About 99% of student loans are repaid in full within the prescribed timeframes. Rhodes University has a strategic plan in place to develop additional sources of income, but no details were provided. The financial challenges that it faces are listed in the table below. Table 159 Rhodes University: Main Challenges to Financial Sustainability


1. Expenditure greater than income Inclusive budget process, drive to find further efficiencies, and no automatic percentage increase in budget allocations

2. External environment – other institutions growing and taking higher proportion of national budget

Slow but steady growth in student numbers; reduce dropouts increase in research output

3. Investment funds being drawn on to fund capital infrastructure

Major drive to attract donor funds; use of investments only as last resort

4. Growing numbers of students requiring financial aid

Increased allocation from own budget, continuous fundraising from business and foreign donors

5. Own funding of residence building costs no longer viable

Adopting more efficient building models e.g double rooms, more rooms per residence, etc.



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Rhodes University has internal quality assurance processes in place, and it allocates a specific budget for this purpose. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, short courses, and external relations. The national quality assurance framework prescribes quality assurance procedures to be followed. The Institution is required to report on quality assurance issues to the national authorities. The University participates in peer review quality assessments, which are mandatory. Moreover, it regularly carries out internal valuations of its academic programmes. There are mechanisms in place to provide ongoing staff development, about 90% of which is done internally and 10% externally. The Institution has processes in place for evaluating the performance of individual teaching staff, but these are voluntary. There are processes in place for evaluating all of the student services. Most research activities are also evaluated. External/independent moderators are involved in marking student examinations. The University actively seeks feedback from students on academic issues, governance, and student services, and student representation is included on all key University committees. Challenges in the area of quality assurance, and interventions in place to deal with them, are listed in the table below. Table 160 Rhodes University: Challenges and Interventions in the area of Quality Assurance


challenges

1. Attracting and retaining appropriate black and female staff.

Equity plan, Women’s Academic Solidarity Association, review of academic salaries.

2. Ensuring teaching and learning policies are reviewed and implemented.

Restructuring Academic Development Centre.

3. Defining excellence in RU context. Institution‐wide debate initiated.

4. Retaining high pass rates. Attempt to retain tutorial system and low student:staff ratios.

5. Buy‐in to QA imperatives by academics.

Different approach to QA (e.g. developmental, policies provide guidelines not instructions, QA combined with planning and resource allocation etc).



Collaboration with other SADC higher education institutions is valued and indicated in the mission statement, but opportunities for Regional collaboration are few. Enrolment by students from other SADC countries is also valued and prioritized. Rhodes University traditionally has a high proportion of students from Zimbabwe and other SADC countries. Such students are charged the same fees as South African students.


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In the past five years, there has been no significant change in the number of foreign students studying at the Institution. A slight decline in the number of Zimbabwean students is becoming apparent. The University provides language and cultural support to foreign students. Various international/cultural societies exist, and the University has a well‐functioning International Office to provide orientation and ongoing support to international students. Rhodes University values international students and the website of the International Office provides a range of information for international students (Rhodes University, 2008a). The International Office is also in the process of developing a database of African Projects that the University is involved in (Rhodes University, 2008b). Rhodes University reports links with a wide range of organizations in Africa and beyond. This list includes: Africa 1. Association of African Universities (AAU) 2. African Union (AU) 3. Council for Development of Social Science Research in Africa (CODESRIA) 4. New Partnership for Africa’s Development (NEPAD) 5. Journal of Higher Education in Africa (JHEA) 6. International Council for Science – Africa (ICSU ‐ Africa) 7. Department of Science and Technology (DST) – International Cooperation and Resources:

Africa 8. Southern African Development Community (SADC) 9. African Development Bank (AfDB) 10. Association for the Development of Education in Africa (ADEA) 11. AAU and ADEA Working Group on Higher Education (WGHE) 12. Centre for Higher Education Transformation (CHET) 13. Forum for African Women Educationalists (FAWE) 14. The Southern Africa Nordic Centre (SANORD) North‐South 15. French Institute of South Africa (IFAS) 16. Boston College Centre for International Higher Education (CIHE) 17. International Network for Higher Education in Africa (ADHEA) 18. German Academic Exchange Service (DAAD) 19. Business Unity South Africa (BUSA) 20. Norwegian Council on Africa: Index on Africa 21. Millennium Development Goals (MDG) 22. The Rockefeller Foundation (Partnership for Higher Education in Africa) 23. The Carnegie Foundation (International Development Program) 24. The Ford Foundation 25. Education for All (EFA) 26. Association of Commonwealth Universities (ACU) 27. Development partnerships in Higher Education (DelPHE) 28. EDULINK 29. United Nations Foundation (UN Foundation) 30. The Institute of Development and Education for Africa (IDEA) 31. United Nations Educational, Scientific and Cultural Organization (UNESCO) 32. World Bank


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33. UK Government Department for International Development – Southern Africa (DFID‐SA) The University believes that there are tangible benefits from Regional collaboration, as follows: • Greater understanding of the meaning of ‘African University’; • Enriched understanding of the challenges faced by other institutions; • Enriched curriculum development; • Greater research opportunities; and • Potential staff exchanges. However, there are a number of challenges with regard to Regional collaboration, as depicted in the table below. Table 161 Rhodes University: Main Challenges to Regional Collaboration and Initiatives


Main Challenges Initiatives/interventions undertaken to

address challenges

1. Too little focus on collaboration with other African Institutions (dominance of collaboration with western/Northern Hemisphere Institutions)

Review of the Institution’s international office and internationalisation policy

2. No central coordination or identification of opportunities

Presume SARUA will play this role in future

3. Poorly functioning ICT infrastructure in potential collaborative partners

Understand priority being given to this aspect by the AAU/ UNESCO

Source: Rhodes University questionnaire response The Institution has the necessary ICT infrastructure and technical support needed to collaborate effectively with other Regional Institutions. The University believes that the Government could help facilitate Regional collaboration among HE institutions by coordinating this process via SARUA. Moreover, donors and other international organizations could provide funding and capacity development opportunities.

2.17 UNIVERSITY OF SOUTH AFRICA (UNISA) 40

UNISA began as an examining body offering examinations but not tuition, and conferring degrees on successful candidates. In 1916, its name changed from The University of the Cape of Good Hope to the University of South Africa. The University’s headquarters were moved from Cape Town to Pretoria in 1918, and, while it continued to function as an examining body, it merged with a number of university colleges which later became fully autonomous teaching universities. In 1944, the Institution began to be envisaged as a teaching university, and the possibility of establishing a system offering postal or correspondence tuition for non‐residential students took root. The Division of External Studies was established in 1946, which transformed UNISA into a teaching university

40 A questionnaire response was received from the University of South Africa. This section is based on this response, as well as data gathered from the university website: www.unisa.ac.za


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pioneering tertiary distance education in the West. In January 2004, UNISA merged with Technikon Southern Africa and incorporated the distance education component of Vista University (VUDEC) (Unisa, 2008a). The University is a comprehensive institution, offering both career‐orientated courses usually associated with a university of technology and formative academic programmes typically linked to a traditional university. It has 17 branches throughout the country and five colleges: the College of Economic and Management Sciences, the Graduate School of Business Leadership (SBL), the College of Human Sciences, the College of Law, the College of Science, Engineering, and Technology, and the College of Agriculture and Environmental Sciences. It has also established the Centre for African Renaissance Studies, a research and academic unit (Unisa, 2008b). The University’s vision is ‘Towards the African university in the service of humanity’. It aims:

To become Africa’s premier distance education provider, serving every country on the continent and transcending language and cultural barriers. In other words, we are a University committed to making a difference in the communities we serve. Mission The University of South Africa is a comprehensive, open learning and distance education institution, which, in response to the diverse needs of society • provides quality general academic and career‐focused learning opportunities underpinned

by principles of lifelong learning, flexibility and student centredness; • undertakes research and knowledge development guided by integrity, quality and rigour;

participates in community development by utilizing its resources and capacities for the upliftment of the disadvantaged;

• is accessible to all learners, specifically those on the African continent, and the marginalized, by way of a barrier‐free environment, while responding to the needs of the global market;

• addresses the needs of a diverse student profile by offering relevant learner support, facilitated by appropriate information and communications technology;

• develops and retains high‐quality capacities among its staff members to achieve human development, by using the resources at its disposal efficiently and effectively;

• cultivates and promotes an institutional ethos, intellectual culture and educational experience that is conducive to critical discourse, intellectual curiosity, tolerance and a diversity of views;

• contributes to good and responsible society by graduating individuals of sound character and versatile ability;

• meets the needs of the global competitive society by nurturing collaborative relationships with its stakeholders and other partners (Unisa, 2008c).

The University focuses on teaching and learning, with research also a prominent activity, as shown below. Table 162 University of South Africa: Institutional Focus


Teaching and Learning 74%Research 24%Community Service Activities 2%Source: University of South Africa questionnaire response


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2.17.1 Student Data

UNISA is a distance learning institution. In 2006, it had 770 contact students but the majority, 226,769, were distant students. Of these, 208,720 were South African citizens, while 13,375 were from other SADC countries and 4,676 from non‐SADC countries (Actual data, 2006). No figures were available to discriminate between full‐time and part‐time students. Table 163 University of South Africa: Summary of Enrolment Numbers (Actual data, 2006)41



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


24,109 8,307 15,803 21,177 0 107 43 2,783


95,604 52,646 42,959 89,489 977 1,689 94 3,356


105,849 66,179 39,671 90,898 2,746 3,337 749 8,119

Health Sciences

1,976 1,694 282 1,551 0 327 62 36

TOTALS 227,538 128,826 98,715 203,115 3,723 5,460 948 14,294Source: University of South Africa questionnaire response. The figures for Honours degrees are included in the undergraduate figures. In 2006, 13,856 qualifications were awarded by UNISA, as shown in the table below. Table 164 University of South Africa: Summary of Qualifications Awarded (Actual data,

2006)






Masters Degree

Doctoral Degree



669 650 0 13 6 0


3,838 3,366 150 319 3 0


9,183 8,089 743 282 69 0


41 Note that in some instances total numbers of students do not tally accurately and could not be verified.


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Masters Degree

Doctoral Degree


TOTALS 13,856 12,259 893 623 81 0Source: University of South Africa questionnaire response. Again, the figures for Honours degrees are included in the undergraduate figures. The following facilities are available to UNISA students: Table 165 University of South Africa: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities NoCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: University of South Africa questionnaire response

2.17.2 Staff Data

In 2006, there were 1,040 South African citizens among the academic and research staff employed at the Institution, while 15 were SADC country citizens and 338 from non‐SADC countries. Among management and administrative staff, there were 1,855 South African citizens, five SADC country residents, and 1,002 non‐SADC country citizens as (actual data, 2006). These figures exclude UNISA temps and Huguenot College. The distribution of academic and research staff according to faculty and gender is shown in the following table. Table 166 University of South Africa: Academic and Research Staff (Actual data, 2006)


Science, Engineering & Technology 192 105 87Business, Management & Law 612 295 317Humanities and Social Sciences 547 292 255Health Sciences 31 28 3Other (Agricultural resources 11 5 6TOTALS 1,393 725 668Source: University of South Africa questionnaire response. The highest qualifications held by academic and research staff members in each of the faculties are depicted below.


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Table 167 University of South Africa: Academic and Research Highest Level of Qualification (Actual data, 2006)





Other


22 20 48 56 0


163 102 158 125 0


27 37 152 293 0

Health Sciences 2 1 10 16 0Other (not specified) 0 1 1 5 0TOTALS 214 161 369 495 0Source: University of South Africa questionnaire response. This excludes the qualifications of 154 academic and research staff members, which are not known. The University’s research output for 2005 is shown in the table below. Table 168 University of South Africa: Research Output (Actual data, 2005)


Number Of



Books Published Other research activities


18.80 10.81 0 15


10.24 202.34 16 11


17.15 21.67 12 12

Health Sciences 2.08 12.60 0 1Other (Agriculture & Environmental Sciences)

0.50 3.66 0 0

Administrative and professional departments

2.5 6.91 0 0

TOTALS 51.27 257.99 28 39Source: University of South Africa questionnaire response. The publications in journals are reflected in units. The section on books published reflects authors of books and chapters in books (actual number of books). Other publications are reflected as peer‐reviewed conference proceedings (actual number of proceedings). The College of Human Sciences at UNISA consist of the School of Arts, Education, Languages, and Communication and the School of Humanities, Social Sciences, and Theology, and


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contributions in books/conference proceedings (CESM codes as submitted to DoE) are combined except for Health Sciences. In some instances, more than one funding code is used for conference proceedings, as different disciplines/departments contributed to the proceedings. UNISA has a clearly defined research policy. This defines the definitions and principles of the terms of research, as well as the benchmarking and measurement of research, to comply with the Policy and Procedures for Measurement of Research Outputs of Public Higher Education Institutions, as per the Government Notice R1467, published in the Government Gazette 25583 in October 2003. The table below summarizes the number of management and administrative staff according to field of study and gender at the Institution. Table 169 University of South Africa: Management and Administrative Staff (Actual data,

2006)


Science, Engineering & Technology 82 48 34Business, Management & Law 289 199 90Humanities and Social Sciences 184 142 42Health Sciences 6 6 0Other (Administrative departments) 2,301 1,230 1,071TOTALS 2,862 1,625 1,237Source: University of South Africa questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; • Humanities and Social Sciences; and • Health Sciences. UNISA does not report having a strategic plan for cooperation with business and industry. Its role in shaping/informing national higher education policy is significant. The University reports that it makes the usual input via Higher Education South Africa (HESA), but, because it is the only dedicated distance education institution and due to its size and comprehensiveness, it often informs national higher education policy.


The University is governed by its Council which, in terms of the Higher Education Act, may not consist of more than 30 members, 60% of whom may not be employees or students of the University. To assist it with its governance function, the Council has a number of Committees, namely the Executive Committee, the Human Resources Committee, the Finance Committee, the Audit and Enterprise Risk Management Committee, the ICT Committee, and the Board of the Graduate School of Business Leadership (SBL). The SBL operates within the University as an operationally autonomous body, governed by a sub‐


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committee of Council. Unlike other committees, it is not called a committee, but the Board of the SBL. Its functions are determined by a Council‐approved charter. All committees of Council have formal terms of reference. Council is further supported in its governance role by the Senate of the University, the composition and functions of which are set out in the University Statute and the Senate Rules. The Institutional Forum (IF), another feature of the Higher Education Act and the University Statute, is the third governance structure at the University. The IF advises Council on the matters prescribed in the Higher Education Act and the University Statute. In terms of the Higher Education Act, management and administration of the University are the responsibilities of the Principal. The Principal is supported by the senior management of the University, consisting of a Pro Vice‐Chancellor, the University Registrar, and a number of Vice‐Principals (including an Assistant Principal). Together, they constitute the Management Committee of the University. The Vice‐Principals have Executive Directors and Executive Deans reporting to them. The Executive Directors and Executive Deans head the support departments and the academic colleges of the University respectively. Departments may be divided into smaller units under the management of directors. Colleges have schools and, within schools, departments, managed by the directors and heads/chairs of departments. The portfolios headed by Vice‐Principals are Academic and Research; Operations (which include Human Resources, Print Production, Study Material, Dispatch, UNISA Press, ICT, and Safety Services); Finance and University Estates; Learner Support and Student Affairs; and Strategy, Planning and Partnerships. There are five academic colleges, namely the College of Human Sciences; the College of Economic and Management Sciences; the College of Science, Engineering and Technology; the College of Agriculture and Environmental Sciences; and the College of Law. The Governing Body is constituted as follows. Table 170 University of South Africa: Governing Body Representation


Number of members who come from or represent the business/industry sector 7Number of members who come from or represent the community sector 8Number of members who come from our represent the community sector 4Number of students representatives 2Number of staff representatives 6Other (Management) 3TOTAL 30Source: University of South Africa questionnaire response.

2.17.4 Funding

The majority of UNISA’s funding is derived from student fees and Government subsidies/grants, while a smaller but significant proportion is generated by investments.


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Table 171 University of South Africa: Funding Sources (Actual data, 2006)


Student fees 34%Government subsidy/grants 33%Donations – private individuals/trusts 0.14%Donations – private sector/businesses/corporations 2.02%Third stream income from institutes and centres 7.18%Investment income 23.66%Total 100%Source: University of South Africa questionnaire response The Institution receives an adequate level of funding for its operations. Its sources of income have altered substantially in the past ten years. There has been a decline in the percentage of income in state subsidy compared to total income. During 1997, the percentage of income from state subsidy was 44%, compared with the current 33%, as indicated above. Universities have therefore become more reliant on increasing student fees, investment income, and other means of income to remain financially stable and sustainable. Government grants constitute about 90% of research funding, while contract research provides the remaining 10%. UNISA faces no major infrastructure constraints but human resources remains an area of concern in the post‐merger UNISA. The University is currently in the process of a post‐merger workforce adjustment, which entails the offering of voluntary early retirement to members of staff. It is not clear at this stage what effect this will have on the operations of the University, both on the academic and support services side. The process of staff placements has almost been finalized. The only remaining step is to allocate staff not yet placed into positions fitting their levels of education, expertise, and experience. Following the above two processes, the final phase may be retrenchments. It is clear that the above might have a serious effect on the efficiency of the University. As far as financial resources are concerned, the University is sufficiently resourced, provided that no significant changes are made to the current subsidy formula. There is significant pressure on universities to curtail increases in student fees. UNISA is in the fortunate position that it developed a strategic pricing model during 2004, in order to bring its pricing in line with actual costs linked to tuition. This model was accepted by Council, and has been used in the annual pricing cycle, enabling the University only to increase student fees along prevailing inflationary demands. It needs to be mentioned that the Institution’s financial viability could be seriously influenced by students’ demands not to increase fees at all. The average annual cost of student tuition per faculty at UNISA is as follows (Actual data, 2005): • Science, Engineering & Technology: R1,055 for undergraduates and R5,386 for

postgraduates. • Business, Management & Law: R886 for undergraduates and R3,516 for postgraduates. • Humanities and Social Sciences: R1,099 for undergraduates and R5,448 for

postgraduates. • Health Sciences: R1,321 for undergraduates and R7,169 for postgraduates.


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• Other (not specified): R3,160 for undergraduates and R1,242 for postgraduates. • Other (not specified): R1,268 for undergraduates and R1,842 for postgraduates. The University uses Activity‐based Costing as its costing methodology, and the above costs are the total cost for delivering the courses. These include academic as well as support costs, and thus constitute the full cost of delivery. On average, an undergraduate student needs to take 30 courses to complete a qualification. About 1% of students receive additional financial support, excluding financial support from their families, to enable them to study at the institution. All student loans are repaid in full within the prescribed timeframes. UNISA has a strategic plan in place to develop additional sources of income. Table 172 University of South Africa: Main Challenges to financial sustainability



1. Sustainable state subsidy. • Ongoing communication with the DoE; strategy to improve throughput;

enrolment plan in line with DoE directives 2. Sustainable student fees • Strategic pricing model developed and implemented3. Sustainable investment

income • Investment policy; operational and Council investment feedback commmittees.

4. Growing third stream income

• Ongoing initiatives with private sector to expend into all markets to sustain level of income

5. Cost of expanding physical facilities.

• Development of Estates Strategic Plan; submission to DoE or R100 million grant for physical facilities in support of improved student services

Source: University of South Africa questionnaire response


Internal quality assurance processes are in place at UNISA, and a specific budget is set aside for this. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, and external relations. The national quality assurance framework prescribes quality assurance procedures to be followed. UNISA is required to report on quality assurance issues to the national authorities. The Institution takes part in mandatory peer review quality assessments. Regular internal evaluations are conducted of its academic programmes. There are mechanisms in place to provide ongoing staff development. There are also voluntary processes in place for evaluating the performance of individual teaching staff. Some student learning services are evaluated. All research activities are evaluated. The University involves external/independent moderators in marking student examinations. Student feedback is actively sought on academic issues, governance, and student services. Formal student satisfaction surveys are conducted across these three areas. A system for formalizing feedback on academic issues and impact assessments is under construction. A Government quality requirement is to ensure that feedback is used and that it forms critical input in planning and renewal.


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Table 173 University of South Africa: Challenges and Interventions in the area of Quality

Assurance


1. 1. Re‐engineering into an ODL institution

Council project on Open and Distance Leraning (ODL) – courseware and materials development supported by business and enterprise architecture realignment

2. Transforming teaching and learning. Extended Tutor Management programme for delivery of mediated learning through blended modes.

3. Management and Information System (MIS) that tracks learner performance and provides adequate planning information.

Higher Education Data Analysis system now operational in specialist unit; the Department of Institutional and Statistical Analysis is to address the latter. A special project has been registered to consider the former.

4. Implementing ODL and the academic identity of UNISA.

Draft ODL policy and implementation plan.

5. Facilitating access in a responsible and sustainable manner.

Managed Open Access Project will provide pre‐registration career counselling to students and facilitate enrolment planning into courses and programmes.

Source: University of South Africa questionnaire response


The University values and prioritizes collaboration with other SADC higher education institutions and enrolment by students from SADC countries. There has been a significant increase in the number of foreign students studying at the Institution in the past five years. In 2004, there were 16,329 such students while, in 2005, there were 17,360. These students are provided with language/s and cultural support. The Poverty Centre caters for language support. UNISA has the following collaborative academic/research programmes with higher education institutions outside of South Africa: • Establishment of Bachelor of Environmental Sciences with the Thomas Edison State

College, USA; • Scholarly exchanges with North Carolina Central University, USA; • Academic collaboration with the Open University, UK; • ODL, academic and research cooperation with Indira Ghandi National Open University,

India; • Curriculum development with the Polytechnic of Namibia; • Academic collaboration with Helwan University, Egypt; • Academic collaboration with Marcus Gurvey Pan African Institute, Uganda; and • Academic and research collaboration with Open University of Tanzania. The University also has a number of collaborative community/development projects in conjunction with the following institutions/organizations: • Programme of Development Practitioners with World Vision, Canada; and • Capacity and Institutional Building with the Government of Southern Sudan. No information was provided of any collaborative projects with business or industry.


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The University acknowledges the following tangible benefits from regional collaboration: • Staff and student exchanges; • Collaborative research; • Joint academic programmes; • Recognition of UNISA as an accredited institution in Africa; and • Strengthening quality assurance in higher education. Table 174 University of South Africa: Main Challenges to Regional Collaboration and


Main Challenges Initiatives/interventions undertaken to address challengesRegistration of international students • New unit for international registration and administration

Low level of infrustructure • IG development at UNISA• Call centre expansion

Higher education system not harmonized • Establishment of learning centre in Ehiopia Inflexible administration and registration • Train licencees in the regions

Lack of promoters/supervisors • Engage South African Qualifications Authority (SAQA) to look

at other Qualification Frameworks Source: University of South Africa questionnaire response UNISA has the necessary ICT infrastructure and technical support it requires to collaborate effectively with other regional institutions. The Government could take the following steps to facilitate Regional collaboration among HE institutions: • Initiate dialogue, for example, regarding the harmonization of HE programmes and

qualifications; • Support other HEIs in the Region; and • Infrastructure development. Moreover, donors and other international organizations could undertake the following to facilitate Regional collaboration among HE institutions: • Sponsor and coordinate workshops/seminars/conferences related to HE; • Initiate collaborative partnerships in HE; and • Fund research across regional HEIs.

2.18 UNIVERSITY OF STELLENBOSCH42

The origins of the University of Stellenbosch began with the establishment of Stellenbosch Gymnasium in 1866. In 1916, the University Act was passed by the Union Parliament, by which time the then Victoria College (named for Queen Victoria) became an independent university, taking effect in 1918. Since then, the student numbers have grown forty‐fold, from about 500 to more than 23,000 in 2007 (Stellenbosch University, 2007a).

42 The University of Stellenbosch was not able to submit a questionnaire response, but did submit relevant documentation and provide additional data requested during the preparation of this report.


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The University has ten Faculties, of which, eight – AgriSciences, Arts and Social Sciences, Education, Engineering, Law, Science, Theology and most of Economic and Management Sciences – are situated on the main campus in Stellenbosch. The Faculty of Health Sciences is located on the Tygerberg campus, while the Bellville Park campus houses the Business School and the school’s Executive Development programme. The Faculty of Military Sciences is situated at Saldanha (Stellenbosch University, 2007b). The University’s mission is:

To create and sustain, in commitment to the academic ideal of excellent scholarly and scientific practice, an environment within which knowledge can be discovered, can be shared, and can be applied to the benefit of the community. Vision 2012 With this vision statement, Stellenbosch University commits itself to an outward‐oriented role within South Africa, in Africa, and globally Stellenbosch University:

• Is an academic institution of excellence and a respected knowledge partner • Contributes towards building the scientific, technological, and intellectual capacity of

Africa • Is an active role‐player in the development of the South African society • Has a campus culture that welcomes a diversity of people and ideas • Promotes Afrikaans as a language of teaching and science in a multilingual context

(Stellenbosch University, 2007b).

Teaching and learning is the University’s main focus, while research and community service also feature strongly. In the University’s Strategic Framework (2000), it states that its vision in terms of research is to be

A strongly research‐oriented university, sought‐after for the training of quality researchers, who are acknowledged as world leaders of research in selected niche areas (Stellenbosch University, 2000, p. 12).

In the University’s 2007 Annual Report, the Vice Rector of Research reported the following:

Postgraduate training is emphasized strongly, as is evident from the fact that, in 2005 SU contributed 11,2% and 10,6% of the total number of master’s and doctoral degrees awarded at South African universities respectively. Postdoctoral fellowships play an important role in advanced research at SU and 113 fellows, many from overseas, contributed to the University’s research success in 2007. The University had 224 National Research Foundation‐rated researchers in 2007 (Stellenbosch University, 2007c).

Community service is one of the core functions at the University. Its vision for the future in terms of community service is:

A university characterized by a vibrant interaction between institution and community to the advantage of both (Stellenbosch University, 2000, p. 13).


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2.18.1 Student Data

In 2007, the University had 23,439 students, all of whom were contact students. Of these, 14,789 were undergraduates and 7,741 postgraduates. The University phased out distance education from 2006. Table 175 University of Stellenbosch: Summary of Enrolment Numbers (Actual data, 2007)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)

Arts & Social Sciences

4,891 ‐ ‐ 3,170 1,366 940 145 355

Science 2,199 ‐ ‐ 1,505 633 263 199 61

Education 1,204 ‐ ‐ 561 611 153 56 32

Agrisciences 1,451 ‐ ‐ 1,128 307 199 93 16Law 761 ‐ ‐ 392 362 106 25 7Theology 373 ‐ ‐ 100 263 146 75 10Economic & Management Sciences

7,057 ‐ ‐ 4,337 2,566 1,329 66 154

Engineering 1,900 ‐ ‐ 1,475 409 315 83 16Health Sciences

3,116 ‐ ‐ 1,711 1,153 673 68 252

Military Science

487 ‐ ‐ 410 71 19 0 6

TOTALS 23,439 12,001 11,438 14,789 7,741 4,143 810 909Source: University of Stellenbosch (www.sun.ac.za/university/Statistieke/speadsheets/table3.xls) The University of Stellenbosch awarded 5,858 qualifications in 2007, as shown below. Table 176 University of Stellenbosch: Summary of Qualifications Awarded (Actual data,

2007)




Undergraduate degree/diploma/

Certificates

Postgraduate degree/ diploma/

certificates

Masters Degree

Doctoral Degree

Arts & Social Sciences 1,193 722 253 186 32Science 544 270 155 86 33Education 394 124 229 28 13Agrisciences 335 262 13 47 13Law 201 145 0 54 2Theology 103 14 19 52 18Economic & Management Sciences

1,991 899 798 283 11


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Undergraduate degree/diploma/

Certificates

Postgraduate degree/ diploma/

certificates

Masters Degree

Doctoral Degree

Engineering 365 263 0 86 16Health Sciences 682 335 251 81 15Military Science 231 210 18 3 0TOTALS 6039 3,244 1736 906 153

Source: (Stellenbosch University, 2008a) The University provides the following facilities for students: Table 177 University of Stellenbosch: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: University of Stellenbosch website (www.sun.ac.za).

2.18.2 Staff Data

In 2007, the University employed 2,397 staff members (1,173 male and 1,224 female), of whom 786 were academic and research staff (461 male and 325 female), 1,302 administrative and technical staff (503 male and 799 female), and 309 service workers (209 male and 100 female). No breakdown was available of staff employed per Faculty. These figures exclude staff employed in Health Sciences as since 1997 as they have been appointed according to Provincial conditions of service. The table below shows the distribution of academic and research staff according to faculty and gender. Table 178 University of Stellenbosch: Academic and Research Staff (Actual data, 2007)


Arts & Social Sciences 155 75 80Science 122 38 84Education 41 24 17Agrisciences 70 27 43Law 29 11 18Theology 13 1 12Economic & Management Sciences 150 59 91Engineering 73 7 66Health Sciences 133 83 50


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TOTALS 786 325 461Source: (Stellenbosch University, 2007d). No information was available for staff employed in the Faculty of Military Science, nor was any information available on the highest level of qualifications held by academic and research staff in each of the faculties. The University has a clearly defined research policy. Its publication output in 2006 was as follows: Table 179 University of Stellenbosch: Research Output (Actual data, 2006)

Major Field Of Study/Faculty Publication unit output per full‐time equivalent (FTE) senior lecturer equivalent (SLE) C1 staff member in 2006

Arts & Social Sciences 0.83Science 1.35Education 0.66Agrisciences 1.01Law 0.84Theology 2.93Economic & Management Sciences 0.43Engineering 0.74Health Sciences 0.76Source: (Stellenbosch University, 2007e). Collaboration or cooperation with business/industry features prominently at the University. One of its strategic priorities for research is:

Entering into strategically advantageous alliances and partnerships, both within the University and outside the University (Stellenbosch University, 2000, p. 12).


The Senate is accountable to the Council for all academic and research functions, and must perform other functions as may be delegated or assigned to it by the Council. The Senate comprises: the Rector and Vice‐chancellor; the Vice‐Rector or Vice‐Rectors; the Registrar; two members of the Council; the professors of the University; five associate professors; four members of the Students’ Council; two members elected from their number by the permanent academic staff of the University; two members elected from their number by the administrative staff of the University; two members elected from their number by the technical staff of the University; and such additional persons as may, by resolution of the Senate, be approved by the Council (Stellenbosch University, 2008b). Day‐to‐day management is the responsibility of the Rector’s management team which comprises the Rector, Vice‐Rectors, the person with primary responsibility for financial management of the University, and those persons nominated by the Rector and approved by the Council. The General Management Committee (GMC) consists of the Rector’s


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management team, the Registrar, the Deans, and other heads as nominated by the Rector. This body deals with general management matters in the academic and administrative environments and it makes recommendations to the Rector and the Rector’s management team (Stellenbosch University, 2008c). The Council governs the University subject to the Act, the Statute, and any other legislation. It may establish Council committees, and may assign any of its powers or duties to these committees or any official of the University; however, the Council retains the power to amend or disregard any decision made by committees or officials (Stellenbosch University, 2007f). The governing body is represented as follows: Table 180 University of Stellenbosch: Governing Body Representation


Number of members who come from or represent the business/industry sector 1Number of members who come from or represent the community sector 2Number of members who come from our represent the donor sector 3Number of students representatives 2Number of staff representatives 3Number of members appointed by the Minister of Education Up to 5Number of members appointed by the convocation 6Number of members appointed by the Council of the municipality of Stellenbosch 1Number of members appointed by the Premier of the Western Cape 1Management 6TOTAL Up to 30Source: (Stellenbosch University, 2008c).

2.18.4 Funding

No information was available on the University’s sources of funding. The University faces infrastructure constraints. In the Faculty of Economic and Management Sciences’ Strategic Plan 2008‐2010 (2007), the Faculty reported that, due to growth in student numbers, its limited infrastructure had become ‘glaringly inadequate’ and bold initiatives were needed to tackle the problem of limited space (Stellenbosch University, 2008d). Infrastructural constraints were discussed in the Engineering Faculty Student Enrolment Plan and Performance Targets:

This increase of 600 undergraduates in total (by 2013) cannot be accommodated in the current physical facilities of the Engineering Faculty buildings … The rest of the SU campus facilities are also under pressure due to student increases, so that certain refurbishments and expansions at the Engineering building will be necessary (Stellenbosch University, 2007g, p.3).

Resource constraints have a negative impact on the Institution’s ability to achieve its goals and objectives. For example, the Faculty of Education reported in its Business Plan (2007) that:


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The allocation of funds for undergraduate programmes makes the intensive practical training and the professional rounding off for student practice almost impossible financially. It would be very difficult to scale down this aspect of teacher training without running the risk of negatively influencing the quality of the training … Although the number of undergraduate residential students has increased over the past few years, the allocation of funds to the Faculty has not made it possible to create new posts. The number of new staff members has therefore remained the same over the past years, notwithstanding the growth in student numbers … One of the greatest problem areas is the high student:lecturer ratio (Stellenbosch University, 2007g, pp. 9‐10).


The University has internal quality assurance processes in place. Quality assurance procedures to be followed are prescribed by the national quality assurance framework, and the University is required to report on quality assurance issues to the national authorities. The Institution participates in external peer review quality assessments. It also conducts internal evaluations of its academic programmes. Mandatory processes are in place for evaluating the performance of individual teaching staff. External/independent moderators are involved in marking student examinations. The University actively seeks feedback from students on academic issues. Research activities are evaluated (Stellenbosch University, 2007h, pp. 6‐10). The Strategic Framework (2000) states:

The University considers the assurance and improvement of quality and of performance to be of extreme importance. Accordingly, it commits itself to develop and implement mechanisms aimed at ensuring that quality and performance will be maintained and improved. The University is committed to a form of internal and external assessment that includes: • student feedback; • self‐assessment by the individual department of its teaching, research and community

service; • the submission of self‐assessment reports to a panel of external experts; and • the development of the existing system into a more comprehensive system for quality

assurance and quality promotion at the institutional level (Stellenbosch University, 2000, p. 21).

The University uses the following strategic management indicators with regard to progress in the area of quality assurance:

a) Excellence i. Publication units per full‐time equivalent senior lecturer equivalent C1 staff member; ii. Percentage permanently appointed C1 staff members with doctoral degrees; iii. NRF evaluated staff members as percentage of permanently appointed C1 staff members; iv. Success rate of undergraduate students; v. Full‐time equivalent post‐graduate students as percentage of all full‐time equivalent students; vi. Weighted master’s and doctoral degrees awarded per full‐time equivalent senior lecturer equivalent C1 staff member. b) Africa i. Post‐graduate enrolments from African countries (other than South Africa) as a percentage of all post‐graduate enrolments; ii. Africa involvement (measured in points) per full‐time equivalent senior lecturer equivalent C1 staff member; c) Role‐playing


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i. Innovation points per full‐time equivalent senior lecturer equivalent C1 staff member; ii. Third money stream earned per full‐time equivalent senior lecturer equivalent C1 staff member. d) Diversity i. Percentage permanently appointed C1 staff members from the designated groups; ii. Percentage Black, Indian or Coloured post‐graduate headcount enrolments; iii. Percentage Black, Indian or Coloured first time entering first year students (Stellenbosch University, 2007g, p. 3).


Collaboration with other SADC higher education institutions is valued by the Institution’s management and senior academic staff. The Institution aims to:

Develop, nurture, measure and manage partnerships with industry, business, foundations, other higher education institutions, government and non‐governmental organizations and communities in an integrated manner (Stellenbosch University, 2007g, p. 15).

The Institution’s 2007 Quality Development Plan states the following with regard to successful role‐playing and partnerships:

The University has expressed its recognition of the importance of partnerships by adopting the slogan, Your Knowledge Partner. This must be more than merely a slogan; it must be an expression of the actual state of affairs at the University … Role‐playing needs to find expression in a balanced portfolio of partnerships (with industry, business, foundations, universities, etc.) and a range of community interaction activities (Stellenbosch University, 2007g, p. 15).

The Faculty of Arts and Social Sciences Strategic Framework 2007‐2009 discussed the Faculty’s attitude to academic cooperation:

The Faculty attaches particular value to the establishment of new collaborative partnerships in our Region and country as well as on the continent and in the rest of the world, and also to maintaining and expanding existing cooperative agreements in order to realize optimally its core functions of teaching, research and community service. A premium is placed in particular on cooperation in the Region and the country and on the continent … The Faculty takes steps to identify, establish and utilize cooperative partnerships (regional, national, African and international) in developing the University’s research, teaching and community service profile (Stellenbosch University, 2007g).

On cooperation with partners in the public and private sectors, the Faculty states the following:

The Faculty strives to establish and expand research partnerships with the public and private sectors, in this way also increasing the possibility of third‐stream funding (Stellenbosch University, 2007g, p. 16).

Community service is one of its core areas. The Strategic Framework (2000) lists its strategic priorities for community service:

• Community service should receive fitting acknowledgement at the University alongside teaching and research, and this acknowledgement should be obvious from factors such as management time, funding, effective coordination and effective feedback.

• Alliances and partnerships with organizations outside the University should be proactively sought out.

• The University should expand relationships with community networks (Stellenbosch University, 2000, p. 13). .


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2.19 UNIVERSITY OF VENDA FOR SCIENCE AND TECHNOLOGY

The University of Venda is located in Thohoyandou in the Vhembe district of the Limpopo province. Established in 1982, it initially offered a full range of courses, but 1994 heralded a process of accelerated transformation which saw the Institution shift its focus to science and technology. In 2002, it was mandated by the Department of Education to transform into a comprehensive university offering career‐focused programmes (University of Venda http://www.univen.ac.za/history.php). It has three faculties – the Faculty of Health, Agriculture, and Rural Development; the Faculty of Humanities, Management Sciences, and Law; and the Faculty of Natural and Applied Sciences (University of Venda, http://www.univen.ac.za/faculties.php). The University’s vision is:

To be at the centre of tertiary education for rural and regional development in Southern Africa.

Its Mission is as follows:

As a comprehensive institution, The University of Venda offers a range of undergraduate and postgraduate qualifications in fields of study that are responsive to the development needs of the Southern African region, using appropriate learning methodologies and research(University of Venda, http://www.univen.ac.za/vision.php).

While the University’s main focus is teaching and learning, the 2006 annual report stated that it has begun increasing its research profile with the registration of a greater number of postgraduate research students (University of Venda Annual Report 2006, p4)

2.19.1 Student Data

The University had 10,968 full‐time contact students in 2008 (actual data). There were no distance students enrolled and no part‐time learning was on offer. Table 181 University of Venda: Summary of Enrolment Numbers (Actual data, 2008)43



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


3,660 1,570 2,090 3,378 3 82 26 113


4,004 1,897 2,107 3,859 0 106 0 37

43 Note that some student number totals do not tally consistently.


166



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


2,560 1,409 1,151 2,247 60 68 15 170

Health Sciences

744 500 244 640 80 0 10 14

TOTALS 10,968 5,376 5,592 10,124 143 256 51 334Source: University of Venda questionnaire response The figures under ‘Other qualifications’ are enrolments for Honours Degrees. The University awarded 1,919 qualifications in 2007, as shown in the table below. Table 182 University of Venda: Summary of Qualifications Awarded (Actual data, 2007)






Masters Degree

Doctoral Degree



435 343 45 11 2 34


614 589 1 12 0 12


640 558 43 8 4 27


TOTALS 1,919 1,396 89 44 6 75Source: University of Venda questionnaire response. The figures under ‘Other qualifications’ are awards for Honours Degrees. The figures were to change as the University was to have another graduation ceremony on 19 September 2008. The University provides the following facilities for students: Table 183 University of Venda: Student Services


Academic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities Yes


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Language training YesMedical Facilities YesSource: University of Venda website (www.univen.ac.za)

2.19.2 Staff Data

In 2008, the University employed 189 South African citizens, 30 citizens of SADC countries, and 40 non‐SADC country citizens as academic and research staff. There were also 246 South African citizens, one other SADC country citizen, and three non‐SADC country citizens employed as management and administrative staff (actual data, 2008). The table below displays the distribution of academic and research staff according to main field of study and gender. Table 184 University of Venda: Academic and Research Staff (Actual data, 2008)






TOTALS 245 76 169Source: University of Venda questionnaire response. The qualifications held by academic and research staff members are shown below. Table 185 University of Venda: Academic and Research Highest Level of Qualification (Actual

data, 2008)




Masters Degree

Doctoral Degree

Other


0 3 39 48 0


0 8 34 10 0


1 4 43 32 0

Health Sciences 0 4 11 8 0Other (Agricultural resources

0 1 5 1 0

TOTALS 1 20 132 99 0Source: University of Venda questionnaire response. No information was provided on the Institution’s research output. However, in the 2006 annual report, it was stated that 45 articles were published that academic year in accredited journals of the Department of Education. Furthermore, its research output had improved


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steadily despite lacking advanced technology and adequate resources (University of Venda Annual Report 2006, p17). The University has a Research Office, the vision of which is:

To become the instigator of vigorous and excellent research activities with the mission to drive innovative and relevant research activities in the University for the pursuit of knowledge geared towards the development of local, national and international communities. The goals and objectives of the Research Office are: • To implement a clear and flexible research policy and guidelines • To promote high quality research activities of a high national and international standard

to attract national and international recognition to the University • To drive research activities at the University in a way that it will be used as a vehicle for

fund generation • To encourage research activities that will meet the special needs of the rural population

among whom we are situated • To provide efficient and transparent services to researchers irrespective of race or

gender • To design and implement strategies that will motivate researchers to work hard,

stimulate in them the urge to publish and create the necessary research culture at the University

• To design and implement strategies that will develop research capacity among young researchers and graduate students

• To design and implement strategies that will encourage inter‐disciplinary and collaborative research work with internal and external partners.

• To establish strategic research partnerships for the University and for individual researchers for quality control and to improve research capacity

• (University of Venda, http://www.univen.ac.za/research.php)

The University’s management and administrative staff according to field of study and gender is tabulated below. Table 186 University of Venda: Management and Administrative Staff (Actual data, 2008)






Other (not specified) 2 1 1

TOTALS 42 30 12Source: University of Venda questionnaire response. The University noted in its 2006 annual report that it has formed partnerships with local communities as it regularly initiates and conducts research projects. Partnerships with international universities and organizations have also been formed for this purpose (University of Venda Annual Report, 2006, p17).


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The highest structure of governance is the Council, the membership of which is both internal and external to the Institution. The Senate, academic staff, administrative staff, service staff, and the Student Representative Assembly comprise the internal element while external stakeholders are chosen with care taken to achieve a balance between representivity, expertise, and professionalism (University of Venda, http://www.univen.ac.za/council.php). Council members are elected in accordance with the University’s Statute of 2005. Its 60:40 ratio of non‐staff and non‐student members to staff and student members ensures objectivity and stakeholder participation in governance. The Council is advised by the Senate on all academic activities. The Senate runs the Institution’s academic enterprise, including research development/management and examinations. The Senate carries out its work through its committees, including Boards of Schools, the Academic Planning Committee, the Research and Publications Committee, the Quality Assurance Board, and the Executive Committee of Senate. In 2006, the Senate had 103 members, 38 of whom were professors. Members of the Senate are drawn from Council, the Vice‐Chancellor and Deputy Vice‐Chancellors, Executive and Deputy Deans, Executive Directors and Directors of academic centres, heads of academic departments, professors, senior lecturers, lecturers, resource persons, observers and student representatives, in accordance with a proportion determined by the Statute (University of Venda Annual Report, 2006, p6). No information was available on the Governing Body representation.

2.19.4 Funding

The majority of the Institution’s funding is received from Government subsidies/grants and student fees. Table 187 University of Venda: Funding Sources (Actual data, 2007)


Student fees 38%Government subsidy/grants 47%Sales of goods and services 1%Donations – private sector/businesses/corporations 1%Interests and dividends 0.4%Total 87.4%Source: University of Venda questionnaire response The University states that it receives sufficient funding for its current operations. There has been a gradual increase in Government grants, student fees, and income from interest. Income for research is received from Government grants (39.12%), donations from the private sector, businesses, and corporations (18.44%), donations from international funders and donors (15.65%), donations from private individuals/trusts (13.97%), the National Research Foundation (10.46%), and the Water Research Commission (2.35%). In the August 2008 edition of the University’s Nendila Newsletter, it was announced that infrastructural developments worth R211 million, funded by the Department of Education, would take place at the University over the next three years. This would include a new


170

lecture theatre block costing R39 million, a new Life Sciences and Chemistry block for R125 million, a new Environmental Sciences block for R12 million, a new student administration building costing R10 million, R13 million extensions and refurbishments to the library, and a R12 million conversion of the existing Physical Sciences building (Nendila Newsletter August 2008, http://www.univen.ac.za/nendila.php). In 2006, research and development was boosted by external funding. Internal funding was provided for ten researchers for research projects, while 21 students received research incentives from the Department of Education and seven were awarded funding for publications. The National Research Foundation funded 26 postgraduate students for Honours, Master’s and PhD studies. That year, external funding for research was received from the National Research Foundation, the Medical Research Council, Thuthuka, Pulles Howard, the Water Research Commission, the University of Limpopo, the Limpopo Agricultural Department, and a bilateral agreement between the National Research Foundation and Sweden and the Department of Environmental Affairs and Tourism. Funding was also received from the International Society for Infectious Diseases, The Department of Land Affairs, a bilateral agreement between Japan and the National Research Foundation, BIOPAD, the Population Council, the MAPP‐Sector Education Training Authority, the Department of Arts and Culture, the Small Enterprise Development Agency, the South Africa – Netherlands Research Programme on Alternatives in Development and the Kellogg and Ford Foundations (University of Venda Annual Report, 2006). The University calculates the average cost of student tuition per faculty, as follows (estimate data, 2008): • Science, Engineering and Technology: graduates, R15,340; postgraduates, R12,160; • Business, Management, and Law: graduates, R12,160; postgraduates, R10,980; • Humanities and Social Sciences: graduates, R15,450; postgraduates, R10,980; • Health Sciences: graduates, R17,850; postgraduates, R11,250; • Agriculture: graduates, R13,130; postgraduates, R12,160. About 83% of students receive additional financial support enabling them to study at the University, excluding financial support from their families. The University does not give student loans. Instead, students apply for loans from Edu Loan and The National Student Financial Aid Scheme (NSFAS). Loan repayments and the administration thereof are made by Edu Loan and NSFAS respectively. As a result, the Institution could not provide details of the percentage of loans repaid in full within the prescribed time frames. The University has a strategic plan for developing additional sources of income. Table 188 University of Venda: Main Challenges to financial sustainability


1. Lack of redress funds and establishment grant. • Request for recovery plan funds.

2. Poor payment of student fees. • More loan bursaries.

3. Inadequate funding. • Service to rural communities of Limpopo, Mpumalanga, and SADC‐commissioned research.


171


4. Location away from major metropolis. • Well planned trips to major metropolis.

5. Absence of fully developed research culture. • Encourage research.

Source: University of Venda questionnaire response


There are internal quality assurance processes in place at the University of Venda, for which a specific budget is allocated. This includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. Quality assurance procedures are prescribed by the national quality assurance framework, and the University is required to report on quality assurance issues to the national authorities. The Institution participates in mandatory peer review quality assessments. Regular internal evaluations are conducted of all academic programmes. Ongoing staff development is provided, 45% of which is provided internally and 55% externally. Evaluation of the performances of individual teaching staff is voluntary. Some student learning services are evaluated, and some research activities are evaluated. The University uses external/independent moderators in the marking of student examinations. Feedback is actively sought from students on academic issues and student services. Table 189 University of Venda: Challenges and Interventions in the area of Quality Assurance


1. Resources (funds). Applied for external funding.

2. Staffing. Advertised position of a Chief Admin Officer.

3. Buy‐in. Visits to departments and workshops.

4. National accreditation of programmes.

The Teacher Education Programmes are conditionally accredited. The University is in the process of finalizing improvement plans in order to get full accreditation.

5. Institutional audit (financial resources and institutional buy‐in).

Various workshops were held internally. Funding was also sourced from external funders, to fund the process of audit preparation.

Source: University of Venda questionnaire response.


Enrolment by students from other SADC countries is valued by the University, which has reported that the number of students enrolling from SADC countries is rising steadily (University of Venda Annual Report, 2006, p.4). While little information was available generally on Regional collaboration by the Institution, the 2006 annual report stated the following:

The Department initiated liaisons with foreign embassies to help promote the international image of the University, create a global network through international relations, raise funds for Univen projects and develop international programmes and exchanges. Successful liaisons


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have been forged with the embassies of America, Australia, Austria, Finland, Israel and Japan. As Univen needs to raise private funds for a large number of its needs like physical infrastructure, information communications technology, programme development, curriculum development and training, special initiatives are needed, especially given its location away from industries. This will strengthen development efforts to effectively build a profile that will be globally competitive and raise enough resources annually to sustain the institutional growth and progress to achieve its vision and mission. Successful liaison has already taken place to develop the capacity of management and staff to implement the transformation processes at Univen, with a Dutch partner appointed to assist. The project will continue in the next financial year (University of Venda Annual Report, 2006, p16).

2.20 WALTER SISULU UNIVERSITY

Walter Sisulu University was officially established on 1st July, 2005 through a merger of three Eastern Cape institutions – Border Technikon, Eastern Cape Technikon, and the University of Transkei. It is a comprehensive University (these result from a merger of universities and former technikons), offering both traditional university programmes as well as career‐orientated former technikon‐style programmes (Balintulo, 2007). The Institution’s four campuses in Buffalo City, Butterworth, Mthatha, Bhisho, and Queenstown are spread over 1,000 kilometres in the Eastern Cape, with multiple delivery sites at the Mthatha and Buffalo City campuses. The main campus is in Mthata. The University has four Faculties: Science, Engineering, and Technology, Business, Management Sciences, and Law, Health Sciences, and Education (Walter Sisulu University, 2008a). Its vision and mission are:

Walter Sisulu University (WSU) will be a leading African comprehensive university focusing on innovative educational, research and community partnership programmes that are responsive to local, regional, national development priorities, and cognisant of continental and international imperatives. OUR MISSION In pursuit of its vision as a developmental university, WSU will: • Provide an educationally vibrant and enabling environment conducive to the

advancement of quality academic, moral, cultural and technological learner‐centred education for intellectual empowerment, growth and effective use of information;

• Maintain the highest possible standards in innovative teaching and learnerships, basic and applied research, and community development partnerships in cooperation with development agencies, the public and private sectors;

• Provide affordable, appropriate, career‐focused and professional programmes that address rural and urban renewal with primary emphasis on science, technology and development studies;

• Create a new generation of highly skilled graduates capable of understanding and addressing complex societal challenges, with critical scholarly and entrepreneurial attributes grounded on morally sound work ethics and responsible leadership (Walter Sisulu University, 2008b).

Teaching and learning comprises a high proportion of the University’s focus, as shown in the table below.


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Table 190 Walter Sisulu University: Institutional Focus


Teaching and Learning 75%Research 15%Community Service Activities 10%Source: Walter Sisulu University questionnaire response

2.20.1 Student Data

Walter Sisulu University had 23,516 contact students and 604 distance students enrolled in 2007. Full‐time students numbered 1,929 and part‐time 4,828. Of the student body, 23,884 were South African citizens and 156 from other SADC countries, while 79 students were enrolled from non‐SADC countries (Actual data, 2007). Table 191 Walter Sisulu University: Summary of Enrolment Numbers (Actual data, 2007)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree



4,620 2,026 2,594 4,592 20 8 0 0


11,822 7,377 4,445 11,809 13 0 0 0


6,528 4,124 2,404 5,943 501 71 13 0

Health Sciences

1,150 587 563 1,067 13 70 0 0

TOTALS 24,120 14,114 10,006 23,411 547 149 13 0Source: Walter Sisulu University questionnaire response In the 2006 academic year, the University awarded an estimated 3,485 qualifications, as shown in the following table: Table 192 Walter Sisulu University: Summary of Qualifications Awarded (Actual data,2006)






Masters Degree

Doctoral Degree



537 535 2 0 0 0


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1,253 1,243 10 0 0 0


1,514 1,428 79 7 0 0


Source: Walter Sisulu University questionnaire response. The University provides the following facilities for students: Table 193 Walter Sisulu University: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Walter Sisulu University questionnaire response

2.20.2 Staff Data

Of the academic and research staff employed in the 2007 academic year, 2,209 were South African citizens, three were citizens of SADC countries, and 38 were residents from non‐SADC countries. For the same year, the University employed 552 South African citizens, 2 SADC country residents and 4 non‐SADC country citizens as management and administrative staff (actual data, 2007). The following table shows the distribution of academic and research staff according to faculty and gender. Table 194 Walter Sisulu University: Academic and Research Staff (Actual data, 2007)


Science, Engineering & Technology 235Business, Management & Law 233Humanities and Social Sciences 130Health Sciences 85TOTALS 683Source: Walter Sisulu University questionnaire response. The following table summarizes the qualifications held by academic and research staff in each of the faculties.


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Table 195 Walter Sisulu University: Academic and Research Highest Level of Qualification (Actual data, 2007)





Other


70 44 53 16 0


63 43 55 8 0


17 24 54 14 0

Health Sciences 22 6 20 23 0TOTALS 172 117 182 61 0Source: Walter Sisulu University questionnaire response. The following table indicates research output at the University in 2005. Table 196 Walter Sisulu University: Research Output (Estimate data, 2005)


Number Of



Books Published Other research activities


2 1 0 3


0 3 0 0


2 5 1 8

Health Sciences 5 3 0 2TOTALS 9 12 1 13Source: Walter Sisulu University questionnaire response. The University has a clearly defined research policy, which was developed in 2008 and was expected to be approved by Council by the end of the year. The following table summarizes the University’s number of management and administrative staff according to field of study and gender. Table 197 Walter Sisulu University: Management and Administrative Staff (Actual data,

2007)


Science, Engineering & Technology 42 23 19Business, Management & Law 24 21 3Humanities and Social Sciences 14 10 4Health Sciences 66 47 19TOTALS 146 101 45


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Source: Walter Sisulu University questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; and • Health Sciences. The University has a strategic plan for collaboration/cooperation with business and industry. Its Centre for Community Partnerships has a strategic plan, as well as a contract with the business sector. WSU reports having a marginal role in shaping/informing national higher education policy. The Institution submits comments on policy documents at the relevant stages of development before they are introduced.


The University’s Faculty Boards make recommendations to Senate, which refers its recommendations to Council, the supreme governing body of the Institution. The Management structure is depicted in the table below.


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Table 198 Walter Sisulu University: WSU Organogram

Vice‐Chancellor and PrincipalExecutive Advisor Audit and Risk Management

DVC Academic Affairs and Research

DVC Planning, Quality Assurance and Development

Executive Director Human Resources

Chief Operations Officer

Chief Finance Officer

Registrar Executive Director Student Affairs

• Executive Deans • Directors of Schools • Heads of

Depts/Programme Coordinators

• Dir. Library and Information Services

• Dir. Research Development

• Director Marketing, Communication and WSU Foundation

• Dir. Centre for Community Partnerships and External Linkages

• Dir. Bureau for Institutional Research and Planning

• Dir. Centre for Rural Development

• Dir. Quality Assurance • Dir. Centre for Learning

and Teaching Development

• Dir. Information and Communication Technology

• Dir. Facilities • Campus Directors

• Dir. Financial Accounting

• Dir. Cost and Management Accounting

• Dir. Governance and Academic Administration

• Dir. Legal Services

Source: Walter Sisulu University questionnaire response.


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The University’s Governing Body includes the following representation. Table 199 Walter Sisulu University: Governing Body Representation


Group


3

Number of members who come from or represent the community sector 5Number of members who come from our represent the community sector 5Number of students representatives 1Number of staff representatives 4Representatives of professional bodies 3Senate representatives 2National Economic Development and Labour Council (Nedlac) 1Ex‐officio members 2TOTAL 26Source: Walter Sisulu University questionnaire response.

2.20.4 Funding

The University receives most of its funding from Government subsidies/grants, while student fees make up a sizeable amount of the income. Table 200 Walter Sisulu University: Funding Sources (Actual data, 2006)


Student fees 42%Government subsidy/grants 58%Total 100%Source: Walter Sisulu University questionnaire response The University reports that a Student Financial Aid Scheme helps to improve the rate of fee payment by students. Without it, many students would not be able to finish their studies. The level of funding that the University receives is reportedly inadequate for it to operate effectively. The Institution needs more funding to improve its facilities and resources for both student and staff academic development. The Institution also spends its own funds on access programmes for students from the school system. Sources of funding/income have not changed significantly in the past ten years. The University receives 80% of its funding from Government grants, 10% from donations from international funders/donors, 5% from donations from private individuals/trusts, and 5% from donations from the corporate sector (estimate data, 2006).


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WSU faces infrastructure constraints in the form of inadequate physical facilities. It also has resource constraints – the libraries in two of the four campuses are inadequately resourced. The University calculates the average annual cost of student tuition per faculty, as follows (Actual data, 2007): • Science, Engineering & Technology: R11,024 for undergraduates, R13,000 for

postgraduates. • Business, Management & Law: R11,006 for undergraduates, R13,500 for

postgraduates. • Humanities & Social Sciences: R9,638 for undergraduates, R11,000 for

postgraduates. • Health Sciences: R27,710 for undergraduates, R30,500 for postgraduates. • Social Work: R13,546 for undergraduates, R14,500 for postgraduates. • Psychology: R11,356 for undergraduates, R13,500 for postgraduates. These figures represent the most expensive programmes in each Faculty. The University offers undergraduate certificates and diplomas which on average cost around R6,500. About 75% of students receive additional financial support, excluding financial support from their families, to enable them to study at the institution. About 60% of student loans are repaid in full within the prescribed timeframes. WSU has a strategic plan in place to develop additional sources of income. Table 201 Walter Sisulu University: Main Challenges to financial sustainability


1. Lack of third stream income • Introducing short learning programmes to train people.

2. Difficulty in debt recovery • Implementing the debt recovery strategy. 3. Inability of the majority of students to pay

fees • Developing a strategy for third stream income.

4. Dependence on Government subsidy • Establishment of the WSU Foundation. Source: Walter Sisulu University questionnaire response


WSU has internal quality assurance processes in place, for which it allocates a specific budget. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. The national quality assurance framework prescribes quality assurance procedures to be followed. The Institution is required to report on quality assurance issues to the national authorities.


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The University participates in peer review quality assessments, which are mandatory. It sometimes conducts internal evaluations of its academic programmes. There are mechanisms in place to provide ongoing staff development. About 45% of staff development is done internally and 55% externally. WSU has processes in place for evaluating the performance of individual teaching staff, but these are voluntary. There are processes in place for evaluating some student learning services. Some research activities are also evaluated. External/independent moderators are involved in marking student examinations. The Institution actively seeks feedback from students on academic issues, governance, and student services. Table 202 Walter Sisulu University: Challenges and Interventions in the area of

Quality Assurance


3. Improving student success rate.

A Learning and Teaching Development Centre has been set up and a strategy has been developed to improve the student throughput (success) rates.

4. Staff development. A Learning and Teaching Development Centre has been set up.

5. Embedding a quality culture in the Institution.

A Central Quality Assurance Committee has been established, which works with quality committees within Faculties, Departments and all academic support units.

6. Multi‐site provision of education.

Working out a plan for consolidation of programmes.

7. Uneven spread of resource centres across campuses.

Undertaking a project to improve libraries and library holdings.

Source: Walter Sisulu University questionnaire response


Collaboration with other SADC higher education institutions is given high priority by the Institution’s management and senior academic staff. Similarly, enrolment by students from other SADC countries is valued and prioritized. In the past five years there has been no significant change in the number of foreign students studying at the Institution. The lnstitution provides language literacy courses to enable international students to communicate in the local African language. There is room for development at the social level. WSU has the following collaborative programmes with higher education institutions outside of South Africa: • University of Maryland, Eastern Shore, USA: Staff and student exchange,

curriculum exchange and development, staff development, joint supervision of postgraduate students.

• Utah State University, USA: Student Internship. • Busitema University, Uganda: Student and staff exchange, staff development,

research, curriculum exchange and development.


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• Gerhard‐Mercator University, Duisburg, Germany: Staff and student exchange, staff development.

• Texas Southern University: education. • Karolinska Institute, Stockholm, Sweden: research. • Postgraduate Institute, Chandigarh, India: research. • GAFSA University, Tunisia: research. • Department of Primary Care and Population Medicine, University College,

London: Medical Education and Research. • Winchester University, UK: Health Informatics. • Faculty of Health Sciences, Makerere University: Medical Education and Family

Medicine. • Network USA: HIV Vaccine Trial. • World Association of Family Physicians: Teaching and Research in Family

Medicine. • International Training and Education Centre on HIV (ITECH), University of

Washington: Technical Support on Programmatic Training Activities and Clinical Mentoring.

• Centre for Disease Control (CD), USA: Development of Training Modules and Care Protocol.

• JHPEGO: Training Information Database. • Institute for Health Care Improvement (IHI): Technical Support on Health

Improvement. • Basel University, Switzerland: Telemedicine. • University of Bristol: Cancer Oesophagus. • Howard University, Washington DC: Research – Trauma. • Tabeisa: Enterprise Development Skills. • Niagara College, Canada: Sustainable Skills Development. It also has a number of collaborative community/development projects in conjunction with other organizations and collaborative projects with business or industry. The University identifies the following tangible benefits from Regional collaboration: • Sharing of resources and expertise; • Enrichment of academic programmes of collaborating institutions; • Promotion of collegiality among staff of collaborating institutions; • Forging of long‐term relations among institutions; and • Collective bargaining for resources. Table 203 Walter Sisulu University: Main Challenges to Regional Collaboration and



Resistance to collaboration by institutions because of competition.

Initiation of discussions leading to memoranda of understanding.

Inadequate infrastructure and resources for collaboration.


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Management of collaborative arrangements.Source: Walter Sisulu University questionnaire response The Institution has the necessary ICT infrastructure needed to collaborate effectively with other regional institutions. However, it lacks the necessary technical support. It lists a number of steps that the Government could take to facilitate Regional collaboration among HE institutions: • Create an enabling environment by way of policy development; • Provide incentives for collaborating institutions; • Fund technnical support for collaborating institutions. Steps that donors and other international organizations can take to facilitate Regional collaboration among HE institutions include: • Provide incentives; • Fund technical support; • Promote staff and student exchange.

2.21 UNIVERSITY OF THE WESTERN CAPE44

The University College of the Western Cape was established as a constituent college of the University of South Africa for ‘Coloured’ people, in accordance with legislation adopted in Parliament in 1959. Initially, it offered them limited training for lower‐ to middle‐level positions in schools, the civil service and institutions designed to serve the Coloured community. The Institution was awarded University status in 1970 and began offering its own degrees and diplomas. The first black Rector, Prof Richard E van der Ross, was appointed in 1975 and in 1983 the University gained autonomy on the same terms as ‘white’ institutions in the country. The 1990s saw a growing focus on teaching and learning excellence. During the restructuring of the South African higher education landscape from 2003, UWC retained its status as an autonomous institution (University of the Western Cape, http://www.uwc.ac.za/?module=cms&action=showfulltext&id=gen11Srv7Nme54_8987_1210050562&menustate=about) The University is situated in the City of Tygerberg, in the northern suburbs of greater Cape Town. It has seven faculties – Arts, Community and Health, Dentistry, Economic and Management, Education, Law, and Natural Science (University of the Western Cape, http://www.uwc.ac.za/?module=cms&action=showfulltext&id=gen11Srv7Nme54_8987_1210050562&menustate=abouthttp://www.uwc.ac.za/index.php?module=cms&action=showfulltext&id=gen11Srv7Nme54_6393_1210050550&parent=gen11Srv7Nme54_5069_1210050550).

44 No questionnaire response was submitted. This section is based on HEMIS data, the university’s website, and other relevant secondary sources.


183

The University’s mission is as follows:

The University of the Western Cape is a national university, alert to its African and international context as it strives to be a place of quality, a place to grow. It is committed to excellence in teaching, learning and research, to nurturing the cultural diversity of South Africa, and to responding in critical and creative ways to the needs of a society in transition. Drawing on its proud experience in the liberation struggle, the University is aware of a distinctive academic role in helping build an equitable and dynamic society. In particular it aims to: • advance and protect the independence of the academic enterprise; • design curricular and research programmes appropriate to its southern African

context; • further global perspectives among its staff and students, thereby strengthening

intellectual life and contributing to South Africa’s reintegration in the world community;

• assist educationally disadvantaged students gain access to higher education and succeed in their studies;

• nurture and use the abilities of all in the University community; • develop effective structures and conventions of governance, which are

democratic, transparent and accountable; • seek racial and gender equality and contribute to helping the historically

marginalized participate fully in the life of the nation; • encourage and provide opportunities for lifelong learning through programmes

and courses; • help conserve and explore the environmental and cultural resources of the

southern African region, and to encourage a wide awareness of these resources in the community;

• cooperate fully with other stakeholders to develop an excellent, and therefore transformed, higher education system (University of the Western Cape, http://www.uwc.ac.za/index.php?module=cms&action=showfulltext&id=gen11Srv7Nme54_7625_1210050562&menustate=about).

The University’s main area of focus is teaching and learning, and it has a strong research emphasis, with 20% of all students studying at postgraduate level (University of the Western Cape, http://www.uwc.ac.za/index.php?module=cms&action=showfulltext&id=gen11Srv7Nme54_3887_1210050564&menustate=academic). A cutting‐edge, world‐class research laboratory, the R450 million Life Sciences building, was under construction at the University’s Bellville campus in 2008 (University of the Western Cape, http://www.uwc.ac.za/index.php?module=cms&action=showfulltext&id=gen11Srv7Nme54_8973_1220944643&parent=gen11Srv7Nme54_7372_1220874065&menustate=menu_sciencebuilding).

2.21.1 Student Data

UWC had 14,788 contact students and 50 distance students in 2006. No breakdown was available for the number of full‐time and part‐time students. Of the student total, 13,522 were South African citizens, while 593 were from other SADC countries and 382 from non‐SADC countries (HEMIS data, 2006).


184

Table 204 University of the Western Cape: Summary of Enrolment Numbers (Actual data, 2006)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


2,186 1,097 1,089 1,580 224 263 120 0


2,103 1118 985 1,832 240 29 3 0


8,176 5,036 3,140 6,736 581 685 175 0

Health Sciences

2,374 1,611 763 1,873 289 185 27 0

TOTALS 14,838 8,861 5,977 12,021 1,334 1,162 325 0Source: HEMIS data. In 2006, the University awarded 2,349 qualifications, as shown below. Table 205 University of the Western Cape: Summary of Qualifications Awarded

(Actual data, 2006)






Masters Degree

Doctoral Degree



419 212 129 72 7 0


344 273 63 8 0 0


1,075 573 345 138 20 0

Health Sciences 511 393 82 36 1 0TOTALS 2,349 1451 619 254 28 0

Source: HEMIS data. Facilities provided for students are detailed below. Table 206 University of the Western Cape: Student Services



185


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesSocial and cultural activities (bars, clubs, theatre, music etc) YesMedical facilities YesSource: University of the Western Cape http://www.uwc.ac.za/index.php?module=cms&action=showfulltext&id=gen11Srv7Nme54_8916_1210212438&menustate=admin_support_student_dev.

2.21.2 Staff Data

Of the 476 academic and research staff employed at the University in 2006, 28 were residents from non‐SADC countries. However, the breakdown of South African citizens and SADC country citizens was not available. Of the total, 216 were female and 260 male. No information was available on the distribution of academic and research staff according to faculty and gender. Nor were any details provided of the qualifications held by academic and research staff in each of the faculties (HEMIS data, 2006). In 2006, the university employed 114 management and administration staff, of whom 48 were female and 66 male. No breakdown was available for citizenship, or for staff numbers according to faculty (HEMIS data, 2006). In 2006, 35 staff members had undergraduate degrees/diplomas, 36 had postgraduate diplomas, 175 had Master’s degrees, 210 had Doctoral degrees, and 20 had unspecified qualifications as their highest level of qualification. No information was available of the University’s research output. The University’s research web page is currently being redeveloped. However, its old research site contains the Department Of Research Development Strategic Research Plan (1998), in which the Institution’s research directives are listed as follows:

• UWC is committed to excellence in teaching, learning, and research, to nurturing the cultural diversity of South Africa, and to responding in critical and creative ways to the needs of a society in transition. (From the UWC Mission Statement.)

• UWC aims to design curricula and research programmes appropriate to its Southern African context. (From the UWC Mission Statement.)

• UWC’s research vision is to marry research, teaching, and learning, in order to discover, transmit and apply advanced knowledge.

Its research goals are:

• To ensure that UWC’s teaching and learning are properly based in advanced research;

• To ensure that UWC contributes to and is able to use the fruits of worldwide advances in knowledge;


186

• To ensure that UWC produces graduates at the diploma, bachelors, honours, masters and doctoral levels who are able to undertake life‐long learning based on research;

• To ensure that UWC’s research produces ideas and people who work for the common good of the nation, and of humanity, in a sustainable environment;

• To ensure that sufficient but not wasteful resources are used, and To ensure that fairness is maintained between individuals, creeds, colours, genders and classes, including the redress and reparation of past evils.

Its objectives and actions towards these directives and goals are as follows:

• Postgraduate students will be one fifth of the student body • Higher degree (M and D) students will have better working conditions • Higher degree (M and D) students will have restricted hours of teaching of

undergraduates • All students will be introduced to research methodologies • Research support services to postgraduate students will be better staffed and

financed • Sixty percent of the permanent academic staff will hold doctoral degrees, and

eighty percent in the Natural Sciences • UWC will optimize income generation from its research, and link better to

industry • UWC will manage the career paths of contract researchers and research staff

better • UWC will strengthen the staffing, finance, and equipment of the Department of

Research Development • All undergraduate programme curricula will be rewritten regularly, to include

new research findings • Every permanent academic will publish at least one peer‐reviewed item per year • Every permanent academic will present two papers to international conferences

in any five year cycle; and UWC will fund one itself and assist in finding finance for the other

• By working closely with the National Research Foundation, and other state Councils, UWC will maximize its delivery of high level person‐power, education in research, to the economy and to staff the academies

• UWC will have 100 postdoctoral research fellowships in place by 2010 • UWC will maintain its leading role in community‐based and policy‐oriented

research • In particular, by 2010 UWC will have become adept at putting together strategic

research teams to undertake commissioned research, using many disciplines and drawing on a variety of organizations for their members

• By 2010 the design of undergraduate programmes, the design of postgraduate programmes, the work of post doctoral fellows, and the research interests of the staff, including team research of all types, will have been brought towards convergence

• Vigorously expand research participation by black people and women so as more or less to match the proportions within the population at any particular age

• Achieving efficiency by collaboration, economies of scale, and new technology • UWC’s own financial contribution to research costs, will be R5 million pa or 3

percent of the general budget, whichever is the higher • Both established and new researchers at UWC will have sufficient research funds

to succeed • The UWC research system, and the implementation of this Strategic Research

Plan, will be regularly reviewed (University of the Western Cape, Department Of Research Development Strategic Research Plan, 1998, http://olduwc.uwc.ac.za/research/).


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No information was available on critical staff shortages in the faculties.


The Council and Senate, the custodians of the Institutional Statute, consist of stakeholders in the University. The Executive body manages the University, which entails the delivery of academic, administrative, and supporting services (The University of the Western Cape, http://www.uwc.ac.za/?module=cms&action=showfulltext&id=gen11Srv7Nme54_3030_1210050563&menustate=about). The Council and Senate have set up eight Council sub‐committees, ten Senate sub‐committees and five Joint committees of Council and Senate to assist with issues of governance. The committee system aims to advance and improve:

• cooperative governance; • compliance with relevant legislative frameworks; • transparent and shared decision‐making; • fora for consultation and stakeholder participation; • coherence in the wider university system; • the monitoring of policy implementation; • formal approval of proposals; • formal communication with records of decisions approved by relevant structures,

and; • internal networking opportunities and structured dissemination of information

(The University of the Western Cape, http://www.uwc.ac.za/?module=cms&action=showfulltext&id=gen11Srv7Nme54_3030_1210050563&menustate=about).

The secretary of Council and Senate is the Registrar, who oversees administration of governance processes. The Committee Secretariat reports to the Registrar and provides administrative support for the committees. The Council’s function is the control, governance and executive authority of the University. It has particular responsibility for strategic governance, financial governance, staff matters, staff and student discipline and the language and admission policies of the University. The Senate comprises the Rector, the Vice‐Rectors, two members of Council, elected by Council, the Deans, the Registrar, the Executive Directors, the Visiting, Extraordinary and Honorary professors (as decided upon by Council on the recommendation of Senate), the Directors of the different schools, centres and institutes (as decided upon by Council on the recommendation of Senate), the Chairpersons of the different academic departments or similar academic structures, the professors of the University, eight other academic employees (elected by the academic employees), at least one from each faculty, eight non‐academic employees (elected by the non‐academic employees), eight students (elected by the Students’ Representative Council), at least one from each faculty, the University librarian, a maximum of eight more persons, as Council on the recommendation of Senate decides upon.


188

The Senate is accountable to Council, and is responsible for the general academic and research functions of the University, including superintendence and regulation of instruction and research, organization and control of curricula, syllabuses and examinations, and performing other functions assigned to it by Council. The Institutional Forum (IF) consists of three representatives each of Management, Senate, Council, academic employees, non‐academic employees, student representatives elected by the SRC, and up to four additional people who are neither University employees nor students. The IF advises Council on issues affecting the University, including implementation of the Higher Education Act and state policy on higher education; policy regarding race, gender, disability, and labour equity; selection of candidates for senior management positions; codes of conduct, mediation and dispute resolution procedures; and fostering of a culture which promotes tolerance and respect for fundamental human rights and creates an appropriate environment for teaching, research, and learning. The Management Committee comprises the Rector, Vice‐Rectors, Registrar, Executive Directors, and other members determined by Council after consultation with the Rector and Senate. The Management Committee controls, manages and administers the University from day to day; takes decisions subject to policy and other decisions taken by Council and Senate; and, on matters of urgency, takes any decision in the interest of the University (The University of the Western Cape, http://www.uwc.ac.za/?module=cms&action=showfulltext&id=gen11Srv7Nme54_2402_1210050562&menustate=about#INSTITUTIONAL_FORUM). The University’s governing body is represented as follows: Table 207 University: Governing Body Representation



2

Number of members who come from or represent donors 2Number of members who represent the public sector 7Number of students representatives 2Number of staff representatives 2Number of members who represent organized labour 2Number of members who represent management 5Number of members who represent the convocation 2Other members as determined by Council (min 4, max 6) 4‐6TOTAL 28‐30Source: University questionnaire response.


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2.21.4 Funding

No information was available on the University’s sources of funding, or whether the level of funding it receives is adequate for its current activities. Nor was any information located on the sources of funding for research. However, in the Department Of Research Development Strategic Research Plan (1998), the University stated:

This plan must, however, also assume that UWC will need to generate cash in greater quantities from sources other than student fees, and Government subsidy. Research at UWC will therefore have to give much more attention to income generation, in order to fund its activities, and this is therefore listed as an objective. It is the case that a mature, good University spends more of its own budget on research than UWC does. The present R1,7 million Senate Research Committee budget is less than one percent of the R210 million general UWC budget. Likewise the UWC spending, from its own budget, on the Library (especially on books and journals), and on Information Technology, is too low, by comparison with either mature or ambitious universities. This UWC Strategic Research Plan therefore proposes that the Senate Research Committee budget be increased by R500,000 per annum every year until it reaches R5 million or three percent of the UWC general budget, whichever is the higher. Likewise, increases in the Library and Information Technology budgets, paid from UWC’s own budget, are required if the University’s Research intentions are to be achieved.


The South African national quality assurance framework prescribes quality assurance procedures to be followed. The University is required to report on quality assurance issues to the national authorities. It has mechanisms in place to provide ongoing staff development. External/independent moderators are involved in the marking of student examinations at the University. No information could be located on the challenges faced by the University in the area of quality assurance or on interventions undertaken to address these.


No information was available on the University’s policy on Regional collaboration. However, with regard to collaborative academic/research programmes with higher education institutions outside of South Africa, the Institution’s website reported the following:

Some major projects are undertaken jointly with partners abroad. Many UWC scholars speak at international conferences and publish in internationally respected journals and books. And there is a strong and growing relationship with institutions in other countries in Africa, Europe and North America, leading to research partnerships, joint capacity building, and a flow of postgraduate students to UWC (The University of the Western Cape, http://www.uwc.ac.za/index.php?module=cms&action=showfulltext&id=gen11Srv7Nme54_3887_1210050564&menustate=academic).

With regard to collaborative community/development projects, the University reported the following:


190

The community welfare focus is one example of the community‐orientated thrust of much research at UWC, under taken in dynamic partnership with the communities involved. The Department of Social Work has a strong emphasis on community social work as empowering dislocated or impoverished communities. The postgraduate programme in Child and Family Studies offered by the Social Work Department explores ways of establishing the functional family as the basic building block of community. The Community Law Centre’s projects on Children’s Rights and Gender are known for their work on the treatment of young offenders and on community projects for the protection of women. The CLC publishes an important journal, Article 40, on youth justice and children’s rights, and a widely read newsletter, Gender News … In addition, community‐based rehabilitation is the central focus of the health professions programmes in Occupational Therapy, Physiotherapy, Dietetics and Nursing.

2.22 UNIVERSITY OF THE WITWATERSRAND (WITS)

The University of the Witwatersrand was established in Kimberley in 1896 as the South African School of Mines and was transferred to Johannesburg as the Transvaal Technical Institute in 1904. Two years later it became the Transvaal University College which, four years later, was renamed the South African School of Mines and Technology. The Institution was granted full university status in 1922. At this stage construction began on the new Milner Park site, donated by the Johannesburg Municipality. The University by this stage had six faculties. With its subsequent rapid growth, the site of the University has expanded significantly over the years (University of the Witwatersrand, 2008a). The campus consists of seven major clusters spread over more than 400 hectares in Braamfontein and Parktown: the East & West Campus, Sturrock Park, the Education Campus, the Management Campus, the Health Sciences Campus and the Wits Donald Gordon Medical Centre. There are five Faculties comprising 37 Schools. Wits has two commercial companies, Wits Enterprise and the Wits Health Consortium, which offer tailor‐made solutions for the public and private sectors. It has over 34 research entities, ten of which are Medical Research Council units (University of the Witwatersrand, 2008a). The University’s mission is as follows

The fundamental role of any university is to promote freedom of enquiry and the search for knowledge and truth. Wits has built a reputation for itself in this role, establishing itself at the industrial and commercial heart of South Africa as a centre for education and research of the highest quality. Wits’s mission is to build on this foundation in a way that takes account of its responsibilities within South Africa today; and to maintain and enhance its position as a leading university in South Africa, in Africa, and in the world by sustaining globally competitive standards of excellence in learning, teaching and research (University of the Witwatersrand, 2008b).

The Institution’s web site describes its vision Universities have the immense responsibility of producing cutting‐edge research, generating knowledge, producing high‐calibre leaders and critical thinkers for the future, and reaching out to the communities in which they are located.


191

Wits University is proudly fulfilling that role both in Africa and on the international stage. It is catering for the changing needs of a democratic South Africa and, from its location in the heart of Gauteng, reflects and celebrates its diversity of cultures. Its outstanding academic reputation and sustained stance against social injustice has earned it the respect of the international community and has attracted international students and researchers. This century we will continue redressing historical injustices, thereby providing new and fulfilling opportunities for black students and attracting and retaining the best black staff in the sector. We will build increasingly close relationships with the private sector and the public sector professions in seeking sponsorship of research projects, research students, joint appointments of staff, and joint programmes of research that contribute to economic and academic development. We will have a selective approach to research development, concentrating on areas of actual and potential international excellence, as well as new collaborations with top universities in Europe and the US. Our student‐centred learning will be sensitive to the needs, views and lives of students. We will strive for transformation in the context of an unswerving commitment to academic standards. We will continue to produce outstanding graduates armed with the confidence to serve this continent at the highest level, and to contribute to the international context, in which South Africa is taking its place as a leading democracy (University of the Witwatersrand, 2008b).

The University of the Witwatersrand’s (Wits’s) main area of focus is teaching and learning, with research also featuring prominently, as highlighted below. Table 208 University of the Witwatersrand: Institutional Focus


Teaching and Learning 55%Research 35%Community Service Activities 10%Source: University of the Witwatersrand questionnaire response

2.22.1 Student Data

Wits is a contact university only. In 2007, it had 25,101 students, of whom 20,596 were full‐time and 4,505 part‐time. Of the student body, 23,272 were South African citizens and 1,010 from other SADC countries, while 819 students were enrolled from non‐SADC countries (Actual data, 2007). This data was supplied by HEMIS. Although the 2007 HEMIS submissions had not been finalized at the time this report was compiled, the University was confident the data are reliable, though checking had not been completed. Table 209 University of the Witwatersrand: Summary of Enrolment Numbers (Actual

data, 2007)



(Headcount)


Number male

students




HonoursDegree

Masters Degree

Doctoral Degree

Occasional students


192

Major Field Of S d

Total b Of

Number f l

Number l



7,419 2,694 4,725 4,932 387 438 1,114 465 82


7,203 3,334 3,869 4,949 388 145 1,527 95 99


6,431 4,203 2,228 4,583 125 523 792 275 133

Human Sciences

4,048 2,521 1,527 2,390 60 1,297 152 150

TOTALS 25,101 12,752 12,349 16,854 960 1,106 4,730 987 464Source: University of the Witwatersrand questionnaire response The figures in the last column refer to occasional students and not short course students. This is because short course student numbers are not recorded with HEMIS data. Also, Wits’s new short course system is in its first year of use and therefore the sets of data are not yet complete. The data are from the University’s five Faculties, as follows: • SET: Faculty of Engineering and the Built Environment, plus Faculty of Science • BML: Faculty of Commerce, Law and Management • HSS: Faculty of Humanities (previously, Arts and Education) • HS: Faculty of Health Sciences. The University awarded 5,192 qualifications in 2007, as shown below.


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Table 210 University of the Witwatersrand: Summary of Qualifications Awarded

(Actual data, 2007)






Honours Degrees

Masters Degree

Doctoral Degree

Science, Engineering & Technology 1,683 919 127 346 216 75Business, Management & Law 1,469 979 182 81 215 12Humanities and Social Sciences 1,481 937 74 298 144 28Health Sciences 559 378 41 n/a 123 17TOTALS 5,192 3213 424 725 698 132

Source: University of the Witwatersrand questionnaire response. The following facilities are provided for students: Table 211 University of the Witwatersrand: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSupport for students with disabilities YesSource: University of the Witwatersrand questionnaire response

2.22.2 Staff Data

Of the academic and research staff employed in the 2007 academic year, 958 were South African citizens, 50 were citizens of SADC countries, and 223 were residents from non‐SADC countries. The University employed 1,300 South African citizens, 14 SADC country residents, and 78 non‐SADC country citizens as management and administrative staff (actual data, 2007). The distribution of academic and research staff according to faculty and gender is detailed below.


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Table 212 University of the Witwatersrand: Academic and Research Staff (Actual data, 2007)


Number of females

Number of males

Science, Engineering & Technology 434 126 308Business, Management & Law 216 94 122Humanities and Social Sciences 365 221 144Health Sciences 194 118 76Other (VC, DVCs, etc) 22 17 5TOTALS 1,231 576 655Source: University of the Witwatersrand questionnaire response. The number of academic and research staff by highest qualification is detailed in the following table. Table 213 University of the Witwatersrand: Academic and Research Highest Level of



Number of Academic and Research Staff with as this as their HIGHEST qualification

Undergraduate

degree/ diploma


Honours Degree

Masters Degree

Doctoral Degree

Other

Science, Engineering & Technology 25 3 29 99 233 46Business, Management & Law 35 1 22 92 45 26Humanities and Social Sciences 19 7 34 144 138 32Health Sciences 43 2 13 48 74 31Other (VC’s office) 5 1 1 3 5 8TOTALS 127 14 99 386 495 143Source: University of the Witwatersrand questionnaire response. The following table indicates research output at the University in 2006. Table 214 University of the Witwatersrand: Research Output (Estimate data, 2006)


Number Of






198.06 77.03 3 176


195


Number Of






50.58 19.67 0 39


100.99 39.28 7 22

Health Sciences 158.62 61.68 0 34Other (Central/ support staff)

2.70 1.05 0 1

TOTALS 510.95 198.71 10 272Source: University of the Witwatersrand questionnaire response. The data above are for Department of Education approved publications. Whilst the total number of journal articles is correct, the split between internationally and locally accredited is correct only for the total (SA, 28%; international, 72%). This ratio was then used to calculate the splits per category. Therefore it does not represent the true ratio per category, but the sum of the two columns per category represents the true total per category. The University has a clearly defined research policy. The most recent research policy was approved by Senate in 2008. Amongst other things, it states the research thrusts of the University. The breakdown of management and administrative staff according to field of study and gender is summarized below. Table 215 University of the Witwatersrand: Management and Administrative Staff

(Actual data, 2007)


Number of females

Number of males

Science, Engineering & Technology 257 149 108Business, Management & Law 136 117 19Humanities and Social Sciences 109 95 14Health Sciences 199 148 51Other (not specified) 691 439 252TOTALS 1,392 948 444Source: University of the Witwatersrand questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; • Health Sciences; and


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• Institutional Management (i.e. staff not affiliated to faculties, such as Vice‐Chancellors, Deputy Vice‐Chancellors and other institutional level management staff).

A strategic plan is in place for collaboration/cooperation with business and industry. The University owns companies (notably Wits Enterprise and Wits Health Consortium) which give effect to its plan for collaborating with commercial entities. There is also a policy on externally‐funded work, by which staff need to abide. The University has a marginal role in shaping and informing national higher education policy. The influence of the University on HE policy is typically via individuals rather than through, for example, a dedicated research unit. It has researchers with an interest in higher education. Its work, whether commissioned, contract, donor‐funded or otherwise, contributes to the body of research into higher education issues and can inform policy indirectly. Wits’ senior executives have, over the years, held positions in the governance structures of national bodies such as the then‐South African Universities Vice Chancellors Association (SAUVCA), the current Higher Education South Africa (HESA), the National Research Foundation (NRF) and the Council on Higher Education (CHE). Through Wits’ Council and Senate, and with the support of the staff of the Vice‐Chancellor’s Office, the Legal Office and the Academic Planning Office, Wits takes the opportunities provided for public comment on gazetted draft legislation and regulations, and copies such responses to the DoE and CHE.


The governance of the University is regulated by the Higher Education Act (101 of 1997), as amended, and the Institutional Statute of 2002. It provides for a lay‐dominated Council with fiduciary responsibility, a Senate which is responsible for academic matters, and an Institutional Forum which is a statutory advisory body to Council on matters affecting the transformation of the University. All of these governance structures include student members. Senate and Council have standing committees which are joint Council and Senate committees or are either Senate or Council committees. Council committees include a financial audit committee and a risk management committee. Senate committees include a teaching and learning committee and a research committee. The Vice‐Chancellor of the University is the Chief Executive Office responsible for overall management of the University and which consists of academic and support management structures. The Senior Executive Team includes the Vice‐Chancellor, Deputy Vice‐Chancellor(s), Executive Director(s), the Registrar, and the Deans of Faculties. The University has five faculties and 35 schools. In 2001, the University undertook a major restructuring exercise which resulted in the creation of new academic and support structures and the devolution of significant management authority to


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Faculties and Schools. Deans and Heads of Schools are both academic leaders and senior managers responsible for managing finances, human resources, and academic administration matters with the assistance of the appropriate support staff in their Faculties and Schools. In addition to Faculties and Schools, other entities are recognized and include Departments, research entities, and Centres. In the Faculty of Health Sciences, Departments are still recognized within Schools. The establishment of research entities and centres are approved by Senate and Council. Shown below are the management reporting lines of senior executives and senior managers of academic and support structures: Table 216 University of the Witwatersrand: Reporting lines of senior executives and

senior managers of academic and support structures

Vice‐Chancellor • Vice‐Principal and Deputy Vice‐Chancellor (Academic)• Deputy Vice‐Chancellor (Finance) • Deputy Vice‐Chancellor (Partnerships and Advancement) • Deputy Vice‐Chancellor (Research) • Registrar • Executive Director: Human Resources • Director of Special Projects • Director of Strategic Planning Vice‐Principal and DVC (Academic) DVC (Research)• Dean, Faculty of Commerce, Law

and Management • Dean, Faculty of Engineering and

the Built Environment • Dean, Faculty of Health Sciences • Dean, Faculty of Humanities • Dean, Faculty of Science • Academic Planning Office • Student Affairs (Campus Health,

Career and Counselling Development Unit, SRC Administration, Sports Administration, Disability Unit and Residence Life)

• Wits Rural Facility

• Research Centres of Excellence and Institutes

• Research Office • University Library • Wits Art Galleries • Wits Enterprise • Wits University Press

DVC (Partnerships and Advancement) Registrar• Development Office • Alumni Affairs • Marketing and Communications • Community University Partnerships • International Office

• Deputy Registrar (Academic Administration): Academic Administration Unit (includes University Secretariat, Examinations and Graduations Office, Planetarium, Central Records Office, Performing Arts Administration)

• Deputy Registrar (Academic & Research)

• Deputy Registrar (Student Enrolment): Includes Student Enrolment Centre, Schools Liaison Office, Financial Aid and Scholarships

• Legal Office


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• Computer and Network Services Deputy Vice‐Chancellor (Finance) Executive Director of Human Resources • Finance • Property and Infrastructure

Management Division (PIMD) • Services • Campus Control

• Central Human Resources • Centre for Learning, Teaching and

Development • Industrial Relations • Director: Transformation and

Employment Equity Director of Strategic Planning Deans • Management Information Unit • Institutional Research Unit

Heads of SchoolsFaculty Business Managers Faculty Human Resource Managers Faculty Registrars.

Source: University of the Witwatersrand questionnaire response. Representation on the Governing Body is as follows: Table 217 University of the Witwatersrand: Governing Body Representation

Governing Body Representation Number Of Members

Representing This Group


10

Number of members who come from our represent the community sector

5

Number of students representatives 2Number of staff representatives 2Ex officio 2A Deputy Vice‐Chancellor 1Convocation representatives 2Senate representatives 4A Dean elected by the Faculties 1A Representative of Labour 1TOTAL 30Source: University of the Witwatersrand questionnaire response.

2.22.4 Funding

Most funding for the Institution comes from contract research and rentals from trading facilities, Government subsidies/grants, and student fees. Table 218 University of the Witwatersrand: Funding Sources (Actual data, 2007)

Sources Of Funding Percentage Of Total Funding/Income

Student fees 23%Government subsidy/grants 24%Donations – private sector/businesses/corporations 17%Contract research; rentals from trading facilities 28%Investment Income 8%Total 100%Source: University of the Witwatersrand questionnaire response


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The above data are based on the consolidated annual financial statement. The level of funding received by the University is insufficient for it to operate effectively. With inadequate subsidy from the state, staff members need to raise additional funds from other sources. Whilst it is normal practice to raise some other funds, the extent of the supplementation needed means that staff members are either too preoccupied raising funds to do their work effectively or else difficult choices have to be made, such as sacrificing maintenance of infrastructure. The University’s sources of funding/income have changed in the past ten years. The proportion of funding from the Government subsidy has decreased progressively and significantly. The income from contract research is large and growing annually. In addition, the University has invested in more commercial activities over the years. In 2007, 80% of funding for research came from the private sector/business/corporations, and 20% from Government grants. Wits has infrastructure constraints that have a major negative impact on its ability to achieve its goals and objective. It has a shortage of teaching venues (undergraduate and postgraduate). However, special DoE grants for capital projects will alleviate this shortage to an extent, in the medium term. Wits has a shortage of adequately resourced research spaces such as laboratories. Donor funds and special grants will relieve the shortage in the medium term. The University also faces resource constraints. It has an infrastructure maintenance backlog, largely owing to the diversion of funds to core activities whenever income has been inadequate to cover academic costs adequately. Whilst the grants for capital projects will improve some infrastructure, the grants are not to be used for maintenance. Furthermore, the lack of adequate recurrent funds will threaten the maintenance of infrastructure, old and new. The inadequacy of funds can lead to other less‐than‐ideal decisions. For example, it is tempting for staff to accept lucrative research contracts even though the work is not aligned with Institutional priorities, simply to earn sufficient income. Staff also have to manage without up‐to‐date resources, for example, laboratory equipment or ICT hardware and software, whether for research or for teaching and learning, so as to economize. The University does not calculate the average annual cost of student tuition per Faculty. Between 25% and 34% of students receive additional financial support, excluding financial support from their families, for their studies. The figure is 25.33% if ‘financial support’ is based on assessing students as financially needy only (bursaries and loans), whereas the figure is 34.34% if ‘financial support’ includes assessing students’ academic merit (bursaries, loans, merit awards, and scholarships).


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Details of the percentage of student loans repaid in full within the prescribed timeframes are not available, as the University does not administer student loans. Wits has a strategic plan in place to develop additional sources of income. Table 219 University of the Witwatersrand: Main Challenges to financial

sustainability



Decreasing subsidy.

Raise awareness of the importance of universities; lobby Department of Education, Minister of Education via SAUVCA/ HESA. Proactively, leverage research, enterprise, estates, brand, investments, HR, knowledge and knowledge products in an integrated way to make up for deficits in subsidy. Reactively, understand and play the ‘game’ to optimize subsidy. Long‐term viability – matching resources with objectives and not try to do everything. Not have primary dependence on subsidy but include fees, investment income, donations, contract research, sale of goods and services, and research grants.

Decreasing unfettered funds, e.g. donors prefer to give directed funds.

Raise awareness amongst donors of the financial situation in which Higher Education in South Africa finds itself; request part of funds from a donor to be unfettered. Manage operations effectively and more efficiently and consider collaborative and new teaching methods. Make an integrated response to funding plans and prospects that create long‐term financing implications. Important to manage resources in a manner that satisfies donors or stakeholders without damaging institutional culture. Financing development and investment.

Loss of staff with the reputation to attract funds.

Attempts to retain staff, develop current staff, and attract new staff. Mitigate against financial risk and loss of skilled staff.

Difficulty in recruiting staff locally or internationally with expertise in fundraising in higher education.

Attempts to develop current staff, whilst continuing to look for staff with experience.

Source: University of the Witwatersrand questionnaire response


Internal quality assurance processes are in place at the Institution, but there is no specific budget for this. The quality assurance framework includes teaching activities, research activities, student performance, administrative processes, and entrepreneurial activities. The national quality assurance framework does not prescribe quality assurance procedures to be followed, if one sees the Higher Education Quality Committee’s (HEQC) audit and accreditation systems (and giving institutions the freedom to develop their own processes) within the national framework. However, if the HEQC’s criteria and frameworks are regarded as the ‘quality assurance procedures’, then these are prescribed by the framework. Wits is required to report on quality assurance issues to the national authorities. The University participates in peer review quality assessments, which are ‘mandatory’ in the case of HEQC audits and programme accreditation, but ‘voluntary’ in the case of


201

Wits’ own review processes (for example,. an external assessor is required for every School review). Regular internal evaluations are conducted of the University’s academic programmes. Mechanisms are in place to provide ongoing staff development, 40% of which is done internally and 60% externally. The performance of individual teaching staff is evaluated on a mandatory basis. Processes are in place to evaluate some of the student learning services. All research team activities are evaluated. Marking of student examinations involves external/independent moderators. The University also actively seeks feedback from students on academic issues and student services. Table 220 University of the Witwatersrand: Challenges and Interventions in the area



challenges

1. Making sure management information is readily available, is in the right form, and that data are accurate.

• Design of portals (self‐service) tailored to the needs of different management levels, e.g. DVC, Dean, Head of School; initiatives to clean up staff, student and financial data. Having an Institutional Research Unit to interpret and explain complex data as well as to conduct qualitative and quantitative studies.

2. Aligning review, budgeting, and planning processes – and the work involved in re‐designing such processes – and managing the change across the University.

• Linking the allocation of resources to strategic priorities (creation of a Strategic Planning and Allocation of Resources Committee);

• Planning involving long‐term strategic planning, operational planning and budgeting and performance management of key staff;

• Budgeting using a new financial model and linking this with zero‐based budgeting;

• Review via audits, reviews (internal and external).

3. Committing enough staff time to sustaining awareness of the importance of quality assurance, and updating staff about new developments. Moving from compliance to quality culture but being careful not to focus on quality assurance at the expense of quality improvement.

• Educating staff about the quality policy and processes of the University;

• Ad hoc interventions by support staff.

4. Making sure QA processes are fit for purpose and are not bureaucratic; minimizing concerns about managerialism and its impact on academic freedom.

• Scrutiny of processes by academic managers and committees; special reviews of policies and processes.

5. Providing sufficient orientation, support and development for managers (who are responsible for quality management).

• Workshop for Heads of Schools.

Source: University of the Witwatersrand questionnaire response


202


The University’s management and senior academic staff value and prioritize collaboration with other SADC higher education institutions. They similarly value and prioritize enrolment by students from other SADC countries. The Institution has experienced a significant increase of around 30% (estimated data) in the number of foreign students studying at the Institution from 2006 to 2008. Language/s and cultural support are provided to incoming foreign students. The International Office provides orientation services and coordinates cultural activities. It provides an orientation programme and a mentoring programme which include cultural immersion as well as tailor‐made language courses if required. In relation to collaborative partnerships, two of the University’s strategic objectives are:

• To enhance our academic and professional skills by contributing to society, being involved in activities external to the institution, and developing significant links with a range of partners.

• To ensure that Wits interacts effectively and responsively with all sectors and agencies in South Africa, and also with its wider international context (University of the Witwatersrand, 2008c).

The Institution’s policy with regard to partnerships is as follows:

To accentuate its goal of enhancing its academic and research leadership and engaging with society in the country, in Africa and the world, Wits shall continue to build a vibrant and a self‐sustaining intellectual community for which it shall seek partnerships with other educational institutions, foundations, with governments, parastatals, agencies, civil society organizations and communities, industry and business. Various modalities of collaboration amongst all these stakeholders shall be pursued (University of the Witwatersrand, 2008c).

Furthermore,

The SADC region shall be the primary area of operation. Broader South‐to‐South and North‐to‐South collaborations shall be sought, provided there shall be tangible benefits to the SADC region and Africa in general (University of the Witwatersrand, 2008c).

In line with this policy, the University has established a wide range of collaborative projects with business and industry and collaborative community/development projects (see http://partnerships.wits.ac.za/search.asp?WUID=&StaffNo=&Email=). Specific community/development projects include: • The Student Development Unit in collaboration with Eduardo Mondlane

University in Mozambique • Faculty of Health Science in collaboration with the University of Zimbabwe (two

projects) • Faculty of Health Science in collaboration with the International Institute for

Tropical Agriculture and Eduardo Mondlane University in Mozambique • Faculty of Engineering in collaboration with the University of Zambia • Faculty of Engineering in collaboration with Eduardo Mondlane University in

Mozambique • Faculty of Health Science in collaboration with Albert Schweitzer Hospital


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• Faculty of Science in collaboration with the United Nations Population Fund (UNFPA).

The University listed the following collaborative academic/research programmes with higher education institutions outside of South Africa: • International Human Rights Exchange with Bard College, USA; • Witwatersrand University School of Arts (WSOA) and New York University (NYU)

partnership with NYU Tisch School of the Arts, USA; • Partnership in International Management (PIM) Network with 53 international

business schools; • South Africa – Norway Tertiary Education Development programme (SANTED)

with University of Botswana, University of Namibia and Eduardo Mondlane University in Mozambique;

• Roger Ballen Foundation for Photography; • Atomic Energy Institute. The University states that certain tangible benefits can be gained from Regional collaboration, as follows: • Increase the ‘gene pool of knowledge to prevent the inbreeding of thought’; • Create a critical mass of scholars; • Affect economies by sharing resources; • Increase the research output of the country, meet the development needs of

Africa, and impact on the Millennium Development Goals; • Develop the capacity of HE in the country and the ability to retain own

postgraduate students. Table 221 University of the Witwatersrand: Main Challenges to Regional

Collaboration and Initiatives Undertaken to Address These

Main Challenges Initiatives/Interventions Undertaken To Address

Challenges

Money/resources: to make collaboration work, at least some resources need to support it. When funds are scarce, collaborations are not a priority.

Research into HE funding, look into three‐way agreements with European countries and Africa.

Collaborations work best when there is an academic champion. The challenge is to identify and adequately support such a champion.

Getting to know the interests of academics.

Language barriers. Wits Language School helps with language courses.

Legislation prevents the easy movement of staff and students.

Regular and special meetings with Home Affairs.

Source: University of the Witwatersrand questionnaire response The University has the necessary ICT infrastructure and technical support needed to collaborate effectively with other Regional institutions.


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The Government could take a number of steps to facilitate Regional collaboration among HE institutions particularly by creating financial incentives and removing bureaucratic barriers. Donors and other international organizations can also facilitate regional collaboration among HE institutions, as follows: • Create financial incentives; • Introduce universities to their network of contacts; • Share their expertise; and • Develop less onerous processes.

2.23 UNIVERSITY OF ZULULAND

The University College of Zululand was established in 1960 as a constituent college affiliated to the University of South Africa (UNISA). The Institution was granted university status in 1970. In 2002, it was designated a comprehensive institution, offering traditional career‐focused programmes and technikon‐style courses, in accordance with South Africa’s National Plan for Higher Education (University of Zululand, 2008a). The University has four faculties: Arts; Commerce, Administration and Law; Education; and Science and Agriculture. The main campus is on the KwaZulu‐Natal north coast, about 142 km north of Durban and 19 km south of Empangeni (University of Zululand, 2008a). The University’s vision is as follows:

The University of Zululand will be the leading rural‐based comprehensive university providing quality career‐focused undergraduate and postgraduate education, including research in the social and natural sciences, in partnership with the local and global community (University of Zululand, 2008b).

Its mission is:

To provide access to students from diverse backgrounds to an enabling and caring learning and teaching environment To offer relevant programmes that are responsive to the development needs of society To generate knowledge through research and to disseminate it through publications, teaching and development in partnership with the community (University of Zululand, 2008b).

Teaching and learning is the University’s main area of focus is, with research also featuring prominently, as shown below. Table 222 University of Zululand: Institutional Focus


Teaching and Learning 60%Research 30%


205


Community Service Activities 10%Source: University of Zululand questionnaire response

2.23.1 Student Data

Unizul is a contact university only, with 8,751 students enrolled in 2007. This total included 8,738 full‐time students and 13 part‐time students. Of the total, 8,583 were South African citizens, while 75 were from other SADC countries and 93 students from non‐SADC countries (Actual data, 2007). Table 223 University of Zululand: Summary of Enrolment Numbers (Estimate data,

2007)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree

Other qualifications (Honours)


1,153 579 574 993 0 51 34 75


2,168 1,209 959 2,101 0 10 3 54

Humanities and Social Sciences (including Health Sciences

2,858 1,974 884 2,496 48 162 109 43

Education 2,578 1,786 792 2,090 113 97 14 264 (B.Ed.)TOTALS 7,742 6,066 3,788 7,680 161 320 160 436

Source: University of Zululand questionnaire response The University awarded an estimated 2,594 qualifications in 2007, as shown below. Table 224 University of Zululand: Summary of Qualifications Awarded (Estimate

data, 2007)






Masters Degree

Doctoral Degree



247 175 0 16 2 54 (Hons)


392 360 0 0 0 32 (Hons)


206






Masters Degree

Doctoral Degree



682 583 9 23 31 36 (Hons)

Education 1,273 548 92 20 5 608 (B.Ed.)TOTALS 2,594 1,666 101 59 38 730

Source: University of Zululand questionnaire response. The following facilities are offered to students: Table 225 University of Zululand: Student Services


Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: University of Zululand questionnaire response

2.23.2 Staff Data

Among its academic and research staff, the University employed 202 South African citizens, five citizens of SADC countries, and 13 non‐SADC citizens. The management and administrative staff comprised 538 South African citizens, three SADC country residents, and two non‐SADC country citizens (actual data, 2007). The distribution of academic and research staff according to field of study and gender is detailed in the table below. Table 226 University of Zululand: Academic and Research Staff (Actual data, 2007)


Number of females

Number of males


94 45 49

Business, Management & Law 33 10 23Humanities and Social Sciences 62 25 37Health Sciences 9 9 0Education 41 22 19TOTALS 239 111 128Source: University of Zululand questionnaire response. The table below summarizes the qualifications held by academic and research staff in each of the fields of study.


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Table 227 University of Zululand: Academic and Research Highest Level of






Other


3 26 29 33 0


3 11 8 8 0


6 11 18 26 0

Education 2 12 15 13 0TOTALS 14 60 70 80 0Source: University of Zululand questionnaire response. The Institution’s research output is indicated below. Table 228 University of Zululand: Research Output (Actual data, 2006)


Number Of






19.92 6.83 0 49


1 5.33 0 0


2.16 18.17 0 0

Health Sciences 0 0 0 36Other (not specified)

0 1.5 2 8

TOTALS 23.08 31.83 2 93Source: University of Zululand questionnaire response. The University has a clearly defined research policy: to generate knowledge through research and to disseminate it through publications, teaching, and development, in partnership with the community. Documents include an Application for Funds Policy, Registration of Projects Policy, a policy on Masters and Doctoral studies, and numerous policies on research management. The University’s management and administrative staff according to field of study and gender are shown in the table below.


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Table 229 University of Zululand: Management and Administrative Staff (Actual data, 2007)


Number of females

Number of males


65 51 32

Business, Management & Law 2 1 1Humanities and Social Sciences 17 6 2Education 2 2 0Other (Support services) 595 279 316TOTALS 681 339 351Source: University of Zululand questionnaire response. The University reported critical staff shortages in the following areas: • Science, Engineering, and Technology; and • Business, Management, and Law. Unizul has a strategic plan for collaboration/cooperation with business and industry. Policies exist on collaborative partnerships and internships. The University has a significant role in shaping/informing national higher education policy, as follows: • It makes recommendations on funding; • It makes suggestions on programme development; • It attends workshops and conferences to discuss policy matters; and • It responds to all enquiries from the Department of Higher Education.


The Institution is governed by the Council in terms of the Higher Education Act. The Senate and its sub‐committees superintend academic matters. The Executive Management, headed by the Vice‐Chancellor, is responsible for the administration of the Institution. The Chancellor is a titular head appointed by the Council. The CEO is the Head of Institution responsible for administration of the University in terms of the Higher Education act. This Officer is assisted by the Deputy Vice Chancellor, the Registrar and the Chief Financial Officer. Extended Management consist of Executive Deans. The Institution’s Governing Body consists of the following representation: Table 230 University of Zululand: Governing Body Representation




2

Number of members who come from or represent the community sector 1


209



Number of members who come from our represent the community sector

8

Number of students representatives 2Number of staff representatives 4Other (Management) 8TOTAL 25Source: University of Zululand questionnaire response.

2.23.4 Funding

Most funding comes from Government subsidies/grants, student fees and donations from the private sector/businesses/corporations. Table 231 University of Zululand: Funding Sources (Actual data, 2006)


Student fees 29.03Government subsidy/grants 43.85%Investment income 1.75%Donations – private sector/businesses/corporations 18.46%F.A.R. value adjustment 1.2%Sale of goods 5.71%Total 100%Source: University of Zululand questionnaire response The University’s level of funding is inadequate for it to operate effectively. Enrolment has exceeded the capped enrolment, with a consequent reduction in the subsidy receivable. The level of State funding is presently below that received prior to the current funding formula being applied. In the past ten years, the University’s sources of funding/income have changed. The Government subsidy as a percentage of total income has dropped from 48% in 1997 to 44% in 2006. Increases applied to student fees have resulted in an increase in the percentage earned from this source, from 26% in 1997 to 29% in 2006. Most of the Institution’s funding/income for research is received from the National Research Foundation (61.63%), with the remainder received in the form of Government grants (16.95%), 16.63% from income generated by the University, 3.99% from donations from international funders/donors, and 1.8% from the Medical Research Council (actual data, 2006). The University has serious infrastructure constraints. Student accommodation is a major problem as it is unable to provide the required number of hostel residences. It also has an unmet need for language laboratories. Major resource constraints include a scarcity of teaching skills, especially with regard to Science and Computers, as well as financial constraints.


210

The University does not calculate the average annual cost of student tuition per Faculty. Roughly 60% of students receive additional financial support, excluding financial support from their families, to enable them to study at the institution. Unizul reports that no student loans are repaid in full within the prescribed timeframes. A strategic plan is in place for the development of additional sources of income. No information was available on challenges to financial sustainability faced by the University.


There are internal quality assurance processes in place at the University, and a specific budget is allocated for this. The quality assurance framework includes teaching activities, research activities, community service activities, student performance, administrative processes and external relations. Quality assurance procedures are prescribed by the national quality assurance framework. Furthermore, the Institution is required to report on quality assurance issues to the national authorities. The University participates in mandatory peer review quality assessments, and it regularly carries out internal evaluations of its academic programmes. Ongoing staff development is provided, about 70% of which is done internally and 30% externally. The performance of individual teaching staff is evaluated on a mandatory basis. Student learning services are not evaluated. Some research activities are evaluated. External/independent moderators are used to mark student examinations. Feedback is actively sought from students on academic issues and student services. Table 232 University of Zululand: Challenges and Interventions in the area of Quality

Assurance


8. Capacity for quality control. Set up a quality office with a director to promote quality management system.

9. Capacity of staff. Appointment of Executive Deans to drive the process of quality awareness.

10. Student evaluation. Review of policy on student evaluation and review of questionnaires.

11. Surveys on graduation service. Started this year with May graduation ‐ but survey had a poor response.

12. Implementation of Institutional Audit by Higher Education Quality Committee (HEQC).

Set up task teams to drive the process.

Source: University of Zululand questionnaire response


211


The University values collaboration with other SADC higher education institutions. Increasing enrolment figures of students from the SADC Region resulted in the establishment of an office dedicated to the welfare of full‐time students from this Region, as well as other international students. Enrolment by students from other SADC countries is also valued. An office was established to look into matters related to international students, who are offered Zulu classes and their accommodation is geared to encourage cultural integration. In the past five years, there has been a significant increase in the number of foreign students studying at the Institution. It has experienced an increase in students from Namibia (from one in 2004 to 13 in 2007) and Botswana (from one in 2004 to eight in 2007). Language and cultural support are offered to foreign students. The University has Zulu classes for international students and it celebrates the cultures of its students, as African people. The University has the following collaborative academic/research programmes with higher education institutions outside of South Africa: • Minority Health International Research Training, with Elizabeth City State

University (USA), University of Zululand, University of Swaziland, and Univerity of Botswana;

• Oral Methodology in HIV/AIDS Prevention Module, with University of Michigan (UMICH) and University of Zululand;

• Building Bridges Between the Academy and Community, with Jackson State University (USA);

• Global‐World HIV/AIDS alliance, with Jackson State University (USA) and Drew University (USA);

• Waternet programme with universities and institutions in the SADC Region, Uganda and Kenya;

• Chemistry programme with Oslo University, Norway; Additional research and academic collaborations include the following: • Mathematics Department: research links with several universities in India

involving staff visits and exchanges; • Psychology Department: research links with Edith Cowen and Sophia College in

Western Australia; • Agricultural Department: has links with Wageningen in the Netherlands and with

the Swedish University of Agriculture under a National Research Foundation programme;

• German Department: has links through the German Teachers Association with several universities in Germany;

• Afrikaans Department: has research links with Belgium and with The Hague in the Netherlands;

• Consumer Sciences Department: has links with Wageningen in the Netherlands; • Social Work Department: has links with Salford University in the UK;


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• Political Science and Public Administration Departments: have links with FARMU in the USA.

The Arts Faculty has a collaborative community/development project in conjunction with the University of Lesotho, University of Zimbabwe, and COMPAS in the Netherlands. The Institution is also involved in the following collaborative projects with business and industry: • Student placements with various businesses and industry partners; • Computer Science Department and National Research Foundation’s Technology

and Human Resources for Industry Programme (THRIP) with Mintek, Telkom and Huawei;

• Physics and National Research Foundation THRIP with Minktek and iThemba Laboratories;

• Science Centre with BHP Billiton, Foskor, RBM, RBCT, and Exxaro; • Communication Science with Ikhozi FM and SABC; • Consumer Sciences with SASKO, Unilever, Bestfoods and Robertsons. The following tangible benefits can be reaped from Regional collaboration: • The potential to recognize and address Regional problems collectively; • Mind‐stretching and wider Regional exposure for students and staff; • Access to knowledge resources; • Training and staff development; • Joint projects for international funding. Table 233 University of Zululand: Main Challenges to Regional Collaboration and



Funding. Research Committee offers some support.Workload and time. Developed a workload formula.Information and communication. Research website set up.Language and culture. Logistics, e.g. travel. Source: University of Zululand questionnaire response. While the Institution has the necessary ICT infrastructure needed to collaborate effectively with other Regional institutions, it lacks the requisite technical support. The University lists the following as steps that the Government could take to facilitate Regional collaboration among HE institutions: • Host Regional meetings in specific knowledge domains; • Fund visits, exchanges and student placements, especially for postdoctorates; • Improve ICT: underwrite broadband access; smash the Telkom monopoly which

keeps internet charges artificially high; • Publicize existing initiatives;


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• Through the Department of Science adn Technology (DST) and the National Resesrch Foundation (NRF), prioritize regional collaboration.

Donors and other international organizations could also take steps to facilitate Regional collaboration among HE institutions: • Require bilateral and trilateral partnerships in projects; • Host information portals and newsletters; • Support regional conferences; • Resource visits and exchanges; • Document initiatives.


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