1. Jan Botha, André Müller Stellenbosch University How the renewal of its academic offering is trans- forming the identity of an African university 

2. How the renewal of its academic offering is trans- forming the identity of an African university RESEARCH PROBLEM The NQF  institutional transformation Whether and to what extent can the transformation of the curriculum and identity of a public HE institution be prompted and steered through national mechanisms such as a qualifications framework and a national accreditation body METHOD Focus on curriculum transformation Focus on new programmes introduced during 2001 – 2010 Statistical information on student enrolments and demographic profile Questionnaire and interviews with selected programme coordinators RESEARCH QUESTION Curriculum transformation  SU transformation To what extent does an analysis of new programmes yield useful answers to the question of curriculum and institutional transformation at SU?

3. Size and demographic profile of Stellenbosch University Staff Students

4. New programmes introduced at Stellenbosch University during 2001-2010 FACULTY№ Arts and Social Sciences18 Natural Sciences1 Education2 Economic and Management Sciences25 Health Sciences34 Agri-Sciences4 Law0 Engineering3 Theology1 Military Sciences4 4 x MPhil 6 x MPhil 10 x MPhil

5. EXAMPLE: Bachelor of Engineering in Mechatronics 1.Bachelor of Engineering in Mechatronics 2.Bachelor of Commerce in Psychology 3.Bachelor of Science in Conservation Ecology 4.Master of Philosophy in HIV/AIDS Management 5.Master in Development Finance 6.Master of Philosophy in Cultural Tourism and Heritage Studies 7.Master of Philosophy in Intercultural Communication 8.Master of Philosophy in Sustainable Development 9.Master of Philosophy in Visual Arts 10.Master of Philosophy in Life Writing Qualitative and quantitative data analyses 10 of the new programmes were selected and investigated in depth

6. EXAMPLE: Bachelor of Engineering in Mechatronics Qualitative and quantitative data analyses 10 of the new programmes were selected and investigated in depthDrawing each programme’s statistical information, compared to its faculty

7. EXAMPLE: Bachelor of Engineering in Mechatronics Qualitative and quantitative data analyses Drawing each programme’s statistical information, compared to its faculty And interviewing each programme coordinator (+ survey questionnaire) outcomes assessment criteria NQF level credits responsiveness broadening access T+L innovation

8. RESULTS Assessment of NQF compliance of programmes vs an assessment of the impact of the NQF requirements on programme design EXAMPLE: Bachelor of Engineering in Mechatronics TABLE 1: Interpretation of interview data

9. Qualitative and quantitative data analyses EXAMPLE: Bachelor of Engineering in Mechatronics FIGURE 1: Relationship between Broadening Access and NQF impact Correlation coefficient r = 0.74

10. Summary of FINDINGS in terms of 1.NQF compliance 2.NQF impact 3.NQF experts 4.Learning and Teaching innovation 5.Responsiveness 6.Broadening access 7.New qualification type 8.Professional bodies 9.Programmes in the Arts 10.Interdisciplinary programmes

11. Thank you! Dankie! Enkosi! Desmarie Meintjies, Leon Eygelaar, Priscilla Booysen, Lufuno Netshifhefhe