Post on 23-Dec-2015
Jan Botha, André MüllerStellenbosch University
How the renewal of its academic offering is trans-forming the identity of an African university
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?
Size and demographic profile of Stellenbosch University
2000 2002 2004 2006 2008 20100
2000400060008000
100001200014000160001800020000
14869 15326 15548 16158 1694618581
6887 6108 6424 64117740
9113
All Students Head Count
White Coloured/Black/Indian
2000 2002 2004 2006 2008 20100
100200300400500600700800
701 708 699 664 682737
51 68 86 106 119154
Head Count Permanent Academic Staff
White Coloured/Black/Indian
Staff
Students
New programmes introduced at Stellenbosch University during 2001-2010
FACULTY №
Arts and Social Sciences 18 Natural Sciences 1 Education 2 Economic and Management Sciences 25 Health Sciences 34 Agri-Sciences 4 Law 0 Engineering 3 Theology 1 Military Sciences 4
4 x MPhil
6 x MPhil
10 x MPhil
EXAMPLE: Bachelor of Engineering in Mechatronics
1. Bachelor of Engineering in Mechatronics2. Bachelor of Commerce in Psychology3. Bachelor of Science in Conservation Ecology
4. Master of Philosophy in HIV/AIDS Management 5. Master in Development Finance6. Master of Philosophy in Cultural Tourism and
Heritage Studies7. Master of Philosophy in Intercultural Communication8. Master of Philosophy in Sustainable Development9. Master of Philosophy in Visual Arts10. Master of Philosophy in Life Writing
Qualitative and quantitative data analyses
10 of the new programmes were selected and investigated in depth
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
Drawing each programme’s statistical information, compared to its facultyEXAMPLE: Bachelor of Engineering in Mechatronics
Qualitative and quantitative data analyses
Drawing each programme’s statistical information, compared to its facultyAnd interviewing each programme coordinator (+ survey questionnaire)
outcomes
assessment criteria
NQF level
credits
responsiveness
broadening access
T+L innovation
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 MechatronicsTABLE 1: Interpretation of interview data
-50 -40 -30 -20 -10 0 10 20 30 40 500
10
20
30
40
50
60
70
80
90
100
Relationship between Broadening Access and NQF Impact
Broadening Access
NQ
F Im
pact
Qualitative and quantitative data analyses
EXAMPLE: Bachelor of Engineering in MechatronicsFIGURE 1: Relationship between Broadening Access and NQF impact
Correlation coefficient r = 0.74
Summary of FINDINGS in terms of
1. NQF compliance2. NQF impact3. NQF experts4. Learning and Teaching innovation5. Responsiveness6. Broadening access7. New qualification type8. Professional bodies9. Programmes in the Arts10. Interdisciplinary programmes
Thank you! Dankie!
Enkosi!Desmarie Meintjies, Leon Eygelaar, Priscilla Booysen, Lufuno Netshifhefhe