1 shifting paradigms in academia during the merger dr s swanepoel & dr el van staden merger...
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Shifting paradigms in academia during the merger
Dr S Swanepoel & Dr EL van Staden
Merger conference - CSIR
8 October 2009
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OUTLINE
Challenges
UoT concept
Structure follows strategy
Mergers
Case Study: TUT
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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
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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!
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Characteristics of UoTs
Entrepreneurial & innovative ethos
National & International impact and recognition
Technology focused programmes
Sustainability in Engagement &
Practice
Research and Innovation in & through
technology & technique in
Strategic areas
Career orientated UG
Technological Competence
Acknowledged R&I expertise Technology
Transfer & Innovation
Post graduate studies
Enablingenvironment
Commercial ventures
Studententrepreneurs
SustainabilitySchool &
Post Schoolengagement
Community Involvement
(social responsibility
Governments, Business,
Industry (regionalCollaboration &
Partnerships)
Access with success
(SET enrolments)
Collaboration
STRUCTURE FOLLOWS STRATEGY
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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
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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.
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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
Mergers
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Introduction
• 3 Technikons
• 99 academic departments on 3 urban learning sites
• consolidation – cost effectiveness, eliminate duplication
CASE STUDY: TUT
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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
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CASE STUDY: TUT
Flexible vs Fixed structure
Advantages and disadvantages
• promotions
• budgeting
• PDP (promotion, condition, development)
• ratios
• control
Hybrid approach guided by criteria & principles
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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
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CASE STUDY: TUT
Academic Profile
Benchmarking:
• University of Pretoria
• University of Johannesburg
• Cape Peninsula UOT
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CASE STUDY: TUT
TUT Academic Profile
Structure finalised in 2007
Match & Place finalised in 2008
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Dr S Swanepoel & Dr EL van Staden
Merger conference - WNNR
8 October 2009
CASE STUDY: TUT
7.7%
48.1%
37.7%
2.4%4.1%
TUT ACADEMIC STAFF PROFILE 2006
PROF
ASS PROF
SENIOR LECTURER
LECTURER
JUNIOR LECTURER
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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
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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
COST PER UNIT R4 102.37 - 2008
POST LEVEL
POST TOTAL COST to
COMPANY
UNITS(PERMANENT)
UNITS (TEMPORARY)
9 Junior lecturer 255,514 62.3 55.4
8 Lecturer 339,661 82.8 73.6
7 Senior lecturer 410,237 100.0 88.8
6 Ass. Professor 498,810 121.6 108.0
5 Professor 597,570 145.7 129.2
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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
CASE STUDY: TUT
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*
*
Secretary
Faculty CoopCoordinator
Executive Dean
FACULTY - SPECIFIC STRUCTURES
Service level agreements between DVC: Finance and Business Development, DVC: Research, Innovation and Partnerships and
Service level agreement between DVC: Institutional Planning and Operations and DVC: Teaching, Learning and Technology
Department
DepartmentalAdministrator
Faculty specific structures will be determined according to the approved criteria
Secretary
Secretary
FACULTY - GENERIC STRUCTURE
Executive Dean
AcademicFaculty
Associate Dean Safety Officer
Research Officer
DVC: Teaching, Learning and Technology
Financial Officer Administrator MarketerFaculty* Faculty*Faculty*
Quality OfficerFaculty*Faculty*
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CASE STUDY: TUT
Function Post Level Units SLE
SecretaryFinancial OfficerAdministratorResearch OfficerMarketerCoop CoordinatorQuality OfficerSafety Officer
10119
10988
11
51,243,462,351,262,382,882,843,4
0,510,430,620,510,620,830,830,43
TOTAL 4,78
Support staff - maximum of 5 SLE’s per faculty
Support staff per faculty
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CASE STUDY: TUT
Criteria to determine number of staff
1. Hierarchical academic profile
Student Profile Programme Profile Research Output
Staff Profile
Head Count (HC)FTETIU = SLEFTE ratio
(n) of Certificates(n) of NH Cert(n) of ND(n) of B Tech(n) of M Tech(n) of D Tech
ResearchOutputUnits
(n) of jr Lecturers(n) of lecturers(n) of sr lecturers(n) of Associate Prof(n) of Prof
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CASE STUDY: TUT
Criteria to determine number of staff
2. Size
50.0%
30.0%
15.0%
5.0%
STRATEGIC PROFILE FOR TUT
PROF
ASS PROF
SENIOR LECTURER
LECTURER
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CASE STUDY: TUT
Criteria to determine number of staff
3. Complexity and PQM
4. Service subjects
5. Multi learning sites
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CASE STUDY: TUT
New requirements for academic staff
Job title Minimum qualification
Pre-merger Post merger
Junior Lecturer - developmental position
Diploma/Degree Honours/B Tech degree
Lecturer Honours/B Tech degree Masters degree
Senior Lecturer Masters degree Doctorate degree
Principal Lecturer Masters degree phasing out
Associate Professor Doctorate degree Doctorate degree
Professor Doctorate degree Doctorate degree
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CASE STUDY: TUT
Matching & placing of staff in new academic structure
• Criteria determined – scenarios
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CASE STUDY: TUT
Results
Application of criteria
Peer review process - 2 deans
Academic departments from 99 to 56
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QUESTIONS ?