Shifting paradigms in academia during the 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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STRUCTURE FOLLOWS STRATEGY
Career orientated UG
Technological Competence
Technology focused programmes
Acknowledged RI expertise
Sustainability
Technology Transfer Innovation
School Post School engagement
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
Student entrepreneurs
Collaboration
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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

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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 RI leader
• delivering regular RI 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 RI
  projects
• Developing new inventions

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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
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CASE STUDY TUT

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

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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 FTEs 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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CASE STUDY TUT
Dr S Swanepoel Dr EL van Staden Merger
conference - WNNR 8 October 2009
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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 FTEs TUT to migrate to a
staffstudent ratio of 133 Result 56 TIU to be
generated for each SLE funded
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CASE STUDY TUT
Therefore Weighted FTEs 1 SLE
56 Thus Sr lecturer
(Post level 7) 100 SLEs Units can be allocated
to a department on the number of SLEs generated
through TIU
COST PER UNIT R4 102.37 - 2008 COST PER UNIT R4 102.37 - 2008 COST PER UNIT R4 102.37 - 2008 COST PER UNIT R4 102.37 - 2008 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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CASE STUDY TUT

• Principles
• needs driven structure
• flexible structure according to TIU
• fixed admin support staff - faculties and
  departments
• staffstudent ratio 1 SLE 56 TIU to determine
  SLEs per dept

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CASE STUDY TUT
Support staff per faculty
Function Post Level Units SLE
Secretary Financial Officer Administrator Research Officer Marketer Coop Coordinator Quality Officer Safety Officer 10 11 9 10 9 8 8 11 51,2 43,4 62,3 51,2 62,3 82,8 82,8 43,4 0,51 0,43 0,62 0,51 0,62 0,83 0,83 0,43
TOTAL 4,78
Support staff - maximum of 5 SLEs 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) FTE TIU SLE FTE ratio (n) of Certificates (n) of NH Cert (n) of ND (n) of B Tech (n) of M Tech (n) of D Tech Research Output Units (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
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CASE STUDY TUT

• Criteria to determine number of staff
• 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 Minimum qualification
Job title 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 ?