The Stellenbosch University context

Karin Cattell PRONTAK/PREDAC 2013

The SA HE context

The critical value of higher education to society lies in its ability to provide graduates with thinking and practical abilities that can both enrich society and enhance its development considerably.

Council for Higher Education, 2000

The SA HE context

“…almost conspiratorial world of arcane acronyms and inaccessible terminology…”

Gevers, 1999:2

A test!

Session framework

• The context – International context – South African context – Stellenbosch University context • Activity – What are the implications for me?

• How does the University achieve her T&L vision?

– Support for lecturers – Support for students

International context

 53%

3,94%

 77%

0,78%

Registrations 2003 - 2008 Complete HE 2010

SA context: key legislation

• Post-1994: Transformation and restructuring of the HE system – Education White Paper 3: A Programme for

the Transformation of Higher Education

(1997) – National Plan for Higher Education (2001) – HEQC (Higher Education Quality Committee) – HEQF (Higher Education Qualifications

Framework)

National Plan for HE

• Increase

access to higher education

– graduates with the skills and competencies to meet the human

resource needs of the country

Participation increases

1993  2009 473 000 • • • 837 779 78,6% Black – 32% at SU 57,1% women Throughput (UG)?

– 20% (SA average)

SA education reality (2007-2009)

School entry 1 300 000 770 900 Write NSC 529 100 442 600 University entry 86 500 • 50% drop-out between Gr1 – 12 • 40% failure rate Gr12 [25% 2012] • >46% of youth >20 years of age did not complete their schooling

National Plan for HE

• Promote

equity of access and redress past inequalities

– staff & student profiles

Enrolments nationally in 2005 as % of 20-24 yr. age group

70 60 60 51 50 40 30 20 10 16 12 12 0 All Black Coloured

Race

Indian White Scott, Yeld & Hendry. 2007

Student performance after 5 years: Overall

Graduated 30% Still registered Left without graduating

Estimated completion rate

14% 56%

44%

14

According to Scott, about 30% of first-year students drop out or are excluded in their first year. This works out to 25 000 of all "contact" students. Reasons for exclusion and dropping out are lack of money and poor schooling, which are factors outside the control of universities, as well as factors within the control of universities, such as the educational process -- how students are taught.

http://www.mg.co.za/article/2008-10-01-an-extra-year

National Plan for HE

• Build

high-level research capacity knowledge needs of SA to address the research &

D-degrees per million population

SA higher education pipeline

School entry 1 300 000 770 900 Write NSC 529 100 442 600 University entry 86 500 36 747 B 49 753 26 753 Hons 23 000 15 000 Masters 8 000 6 800 PhD 1 200

Stellenbosch University context

• How does SU interpret the international and national HE contexts and respond to it?

• How does SU see itself, its challenges, its future, its role?

• What are the implications for us as lecturers?

Activity What are the implications for me?

See hand-out

Some SU policy / strategy documents strategy documents /

• The University of Stellenbosch - A Strategic Framework for the Turn of the Century and Beyond (2000) • Stellenbosch University: Institutional Intent and Strategy 2013-2018 • Vision 2030 • Language Policy • Language Plan • Research Policy of Stellenbosch University • Stellenbosch University Community Interaction Policy • Business Plan for the University • Development of focus areas • Human Resources Plan • Risk management plan • Sports development plan • Hope Project • Diversity Framework

A few teaching & learning policy / strategy documents

• Annual Teaching and Learning Reports • Strategy for Teaching and Learning 2014-2018 • Strategy for the Use of ICT in Learning and Teaching at Stellenbosch University (2013) • Student feedback policy (2009) (under revision) • Guideline Document for Academic Literacy at SU (2012) • Module frameworks and Study Guides policy (2002) – becomes part of Learning Materials policy (2007) • Assessment policy (2012) • FINLO / FIRLT (2004)

Overarching: SU Institutional Intent and Strategy 2013-2018

• Broadening the

knowledge base

of the University’s staff (particularly academic staff) - % PG students: 32% → • Increasing

diversity

37% of both staff and students % BlackAfrican, Coloured and Asian permanent staff: 38% → 53% - % BlackAfrican, Coloured and Asian students: 34% → 53% • Promoting • Becoming

student success

- UG success rate: 82% →

systemically

85% - Retention rate of first-years: 88% more

sustainable

How does the University endeavour to achieve its vision for teaching and learning and meet national T&L imperatives?

Support for lecturers: - Information sources - Teaching support Support for students

Information sources for lecturers

http://my.sun.ac.za

Student record query

Information cafeteria

Early Assessment: programme context

Support for lecturers regarding teaching skills

• Professional growth opportunities: – PRONTAK/PREDAC – Auxin – Spring Teaching Academy – CHEC short courses in teaching & learning • Consultations and class visits • Division Research Development • Short Programme: ServiceLearning and Community

Engagement

• Faculty-specific (in)formal support

Share good practice

Share good practice

Support for students

• Student and Academic Support – Centre for Prospective Students – Centre for Student Counselling and Development – Centre for Student Affairs – Centre for Student Communities – Centre for Teaching and Learning – Language Centre • First-year Academy • Bursary and Loans Division (UG & PG) • Research Development

Support throughout students’ ‘life cycle’

Potential Prospective student Prospective student First year student Senior student Postgrad student Alumnus maties.com

mymaties.com

matiesalumni.net

PACE Academic offering: e-Calendar Prospectus Brochures Admissions formula: Self test Marketing survey Test against profile of successful student Financial advice Housing advice … E-Application E-Assessment Career readiness survey Psychological e-consultations E-Registration E-Bursaries Academic offering Alpha-baseline survey E-Mentor system First Years Academy Assessment Alpha progress survey Tracking system Career Mentorship Careers website Omega survey Career mentor Employer in the Careers website

“It is not the strongest or the most intelligent who will survive but those who can best manage change.” Charles Darwin

Teaching methods used during session

• Visual, written and oral sharing of information (PowerPoint, literature, discussion) • Individual and collaborative learning (Activities: quiz, rainbow) • Authentic examples • Reflection: - SA & SU HE context - SU policies - Implications for own teaching practice

Feedback: Day 1

PNI Feedback using the eMaties Clicker system Steps:

1. Use any device that is connected to the internet 2. Go to web address:

8554 http://yourls.sun.ac.za/c

3. In the “Clicker number” box enter the number 4. Enter your feedback in the three boxes provided 5. Click on “Submit your answers”.

Thank you!

[email protected]