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Shifting paradigms in academia during the merger

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

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Shifting paradigms in academia during the merger

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  1. Shifting paradigms in academia during the merger Dr S Swanepoel & Dr EL van Staden Merger conference - CSIR 8 October 2009

  2. OUTLINE Challenges UoT concept Structure follows strategy Mergers Case Study: TUT

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

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

  5. STRUCTURE FOLLOWS STRATEGY Career orientated UG Technological Competence Technology focused programmes Sustainability Acknowledged R&I expertise School & Post School engagement Technology Transfer & Innovation Sustainability in Engagement & Practice Research and Innovation in & through technology & technique in Strategic areas Characteristics of UoTs Community Involvement (social responsibility Post graduate studies Governments, Business, Industry (regional Collaboration & Partnerships) Enabling environment Entrepreneurial & innovative ethos National & International impact and recognition Access with success (SET enrolments) Commercial ventures Collaboration Student entrepreneurs

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

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

  8. Mergers Key element – Government strategy No merger without pain Take 10 years to operate as a cohesive and well integrated whole Literature & research on mergers Integration of academic structures

  9. CASE STUDY: TUT • Introduction • 3 Technikons • 99 academic departments on 3 urban learning sites • consolidation – cost effectiveness, eliminate duplication

  10. CASE STUDY: TUT • Methodology • Flexible vs fixed structures • Determine criteria for consolidation of academic departments • Determine academic profile for departments • Develop requirements for academic staff • Develop criteria for match and place

  11. CASE STUDY: TUT • Flexible vs Fixed structure • Advantages and disadvantages • promotions • budgeting • PDP (promotion, condition, development) • ratios • control • Hybrid approach guided by criteria & principles

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

  13. CASE STUDY: TUT • Academic Profile • Benchmarking: • University of Pretoria • University of Johannesburg • Cape Peninsula UOT

  14. CASE STUDY: TUT TUT Academic Profile Structure finalised in 2007 Match & Place finalised in 2008

  15. CASE STUDY: TUT Dr S Swanepoel & Dr EL van Staden Merger conference - WNNR 8 October 2009

  16. CASE STUDY: TUT Departmental profiles Specific needs within TIU generation Currently TUT funded for 75,103 TIU Relating to 45,308 FTE’s TUT to migrate to a staff:student ratio of 1:33 Result 56 TIU to be generated for each SLE funded

  17. CASE STUDY: TUT Therefore: Weighted FTE’s = 1 SLE 56 Thus: Sr lecturer (Post level 7) = 100 SLE’s Units can be allocated to a department on the number of SLE’s generated through TIU

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

  19. CASE STUDY: TUT Support staff per faculty Support staff - maximum of 5 SLE’s per faculty

  20. CASE STUDY: TUT Criteria to determine number of staff 1. Hierarchical academic profile

  21. CASE STUDY: TUT Criteria to determine number of staff 2. Size

  22. CASE STUDY: TUT • Criteria to determine number of staff • Complexity and PQM • 4. Service subjects • 5. Multi learning sites

  23. CASE STUDY: TUT New requirements for academic staff

  24. CASE STUDY: TUT • Matching & placing of staff in new academic structure • Criteria determined – scenarios

  25. CASE STUDY: TUT Results Application of criteria Peer review process - 2 deans Academic departments from 99 to 56

  26. QUESTIONS ?

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