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

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

3. 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. 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. 5 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 Enabling environment Commercial ventures Student entrepreneurs Sustainability School & Post School engagement Community Involvement (social responsibility Governments, Business, Industry (regional Collaboration & Partnerships) Access with success (SET enrolments) Collaboration STRUCTURE FOLLOWS STRATEGY

6. 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. 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. 8 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

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

10. 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. 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. 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. 13 CASE STUDY: TUT Academic Profile Benchmarking: University of Pretoria University of Johannesburg Cape Peninsula UOT

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

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

16. 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. 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 COST PER UNIT R4 102.37 - 2008 POST LEVEL POSTTOTAL COST to COMPANY UNITS (PERMANENT) UNITS (TEMPORARY) 9Junior lecturer255,51462.355.4 8Lecturer339,66182.873.6 7Senior lecturer410,237100.088.8 6Ass. Professor498,810121.6108.0 5Professor597,570145.7129.2

18. 18 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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20. 20 CASE STUDY: TUT Function Post LevelUnitsSLE Secretary Financial Officer Administrator Research Officer Marketer Coop Coordinator Quality Officer Safety Officer 10 11 9 10 9 8 11 51,2 43,4 62,3 51,2 62,3 82,8 43,4 0,51 0,43 0,62 0,51 0,62 0,83 0,43 TOTAL4,78 Support staff - maximum of 5 SLE’s per faculty Support staff per faculty

21. 21 CASE STUDY: TUT Criteria to determine number of staff 1. Hierarchical academic profile Student ProfileProgramme ProfileResearch 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

22. 22 CASE STUDY: TUT Criteria to determine number of staff 2. Size

23. 23 CASE STUDY: TUT Criteria to determine number of staff 3.Complexity and PQM 4.Service subjects 5. Multi learning sites

24. 24 CASE STUDY: TUT New requirements for academic staff Job titleMinimum qualification Pre-mergerPost merger Junior Lecturer - developmental position Diploma/DegreeHonours/B Tech degree LecturerHonours/B Tech degreeMasters degree Senior LecturerMasters degreeDoctorate degree Principal LecturerMasters degreephasing out Associate ProfessorDoctorate degree ProfessorDoctorate degree

25. 25 CASE STUDY: TUT Matching & placing of staff in new academic structure Criteria determined – scenarios

26. 26 CASE STUDY: TUT Results Application of criteria Peer review process - 2 deans Academic departments from 99 to 56

27. 27 QUESTIONS ?