Shifting paradigms in academia during the merger
Dr S Swanepoel & Dr EL van Staden
Merger conference - CSIR
8 October 2009
1
OUTLINE
Challenges
UoT concept
Structure follows strategy
Mergers
Case Study: TUT
2
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
3
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!
4
STRUCTURE FOLLOWS STRATEGY
Career
orientated UG
Technological
Competence
Technology focused
programmes
School &
Post School
engagement
Community
Involvement
(social
responsibility
Sustainability
Sustainability in
Engagement &
Practice
Governments,
Business,
Industry (regional
Collaboration &
Partnerships)
Access with
success
(SET enrolments)
Characteristics
of UoTs
Acknowledged
R&I expertise
Technology
Transfer &
Innovation
Research and
Innovation
in & through
technology &
technique in
Strategic areas
Post graduate
studies
Enabling
environment
National &
International
impact and
recognition
Entrepreneurial &
innovative ethos
Student
entrepreneurs
Collaboration
5
Commercial
ventures
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
6
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.
7
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
8
CASE STUDY: TUT
Introduction
• 3 Technikons
• 99 academic departments on 3 urban learning sites
• consolidation – cost effectiveness, eliminate duplication
9
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
10
CASE STUDY: TUT
Flexible vs Fixed structure
Advantages and disadvantages
• promotions
• budgeting
• PDP (promotion, condition, development)
• ratios
• control
Hybrid approach guided by criteria & principles
11
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
12
CASE STUDY: TUT
Academic Profile
Benchmarking:
• University of Pretoria
• University of Johannesburg
• Cape Peninsula UOT
13
CASE STUDY: TUT
TUT Academic Profile
Structure finalised in 2007
Match & Place finalised in 2008
14
CASE STUDY: TUT
TUT ACADEMIC STAFF PROFILE 2006
4.1%
2.4%
37.7%
PROF
ASS PROF
Dr S Swanepoel & Dr EL van Staden
48.1%
Merger conference - WNNR
7.7%
8 October 2009
15
SENIOR LECTURER
LECTURER
JUNIOR LECTURER
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
16
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
17
CASE STUDY: TUT
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
18
FACULTY - GENERIC STRUCTURE
Executive
Dean
Secretary
Faculty*
Financial Officer
Faculty
Administrator
Faculty*
Research Officer
Faculty*
Marketer
Faculty Coop
Coordinator
Academic
Department
Departmental
Administrator
*
Service level agreements between DVC: Finance and Business Development, DVC: Research, Innovation and Partnerships and
DVC: Teaching, Learning and Technology
FACULTY - SPECIFIC STRUCTURES
Executive
Dean
Secretary
Associate
Dean
Faculty*
Quality Officer
Faculty*
Safety Officer
Secretary
* Service level agreement between DVC: Institutional Planning and Operations and DVC: Teaching, Learning and Technology
Faculty specific structures will be determined according to the approved criteria
19
CASE STUDY: TUT
Support staff per faculty
Function
Secretary
Financial Officer
Administrator
Research Officer
Marketer
Coop Coordinator
Quality Officer
Safety Officer
Post Level
Units
SLE
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 SLE’s per faculty
20
CASE STUDY: TUT
Criteria to determine number of staff
1. Hierarchical academic profile
Student Profile
Head Count (HC)
FTE
TIU = SLE
FTE ratio
Programme Profile
(n) of Certificates
(n) of NH Cert
(n) of ND
(n) of B Tech
(n) of M Tech
(n) of D Tech
Research
Output
Staff Profile
Research
Output
Units
(n) of jr Lecturers
(n) of lecturers
(n) of sr lecturers
(n) of Associate Prof
(n) of Prof
21
CASE STUDY: TUT
Criteria to determine number of staff
2. Size
STRATEGIC PROFILE FOR TUT
5.0%
15.0%
30.0%
PROF
ASS PROF
SENIOR LECTURER
LECTURER
50.0%
22
CASE STUDY: TUT
Criteria to determine number of staff
3. Complexity and PQM
4. Service subjects
5. Multi learning sites
23
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
24
CASE STUDY: TUT
Matching & placing of staff in new academic
structure
• Criteria determined – scenarios
25
CASE STUDY: TUT
Results
Application of criteria
Peer review process - 2 deans
Academic departments from 99 to 56
26
QUESTIONS ?
27