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Shifting paradigms in academia during the merger

Dr S Swanepoel & Dr EL van Staden

Merger conference - CSIR

8 October 2009

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OUTLINE

Challenges

UoT concept

Structure follows strategy

Mergers

Case Study: TUT

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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

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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!

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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

Enablingenvironment

Commercial ventures

Studententrepreneurs

SustainabilitySchool &

Post Schoolengagement

Community Involvement

(social responsibility

Governments, Business,

Industry (regionalCollaboration &

Partnerships)

Access with success

(SET enrolments)

Collaboration

STRUCTURE FOLLOWS STRATEGY

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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

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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.

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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

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Introduction

• 3 Technikons

• 99 academic departments on 3 urban learning sites

• consolidation – cost effectiveness, eliminate duplication

CASE STUDY: TUT

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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

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CASE STUDY: TUT

Flexible vs Fixed structure

Advantages and disadvantages

• promotions

• budgeting

• PDP (promotion, condition, development)

• ratios

• control

Hybrid approach guided by criteria & principles

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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

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CASE STUDY: TUT

Academic Profile

Benchmarking:

• University of Pretoria

• University of Johannesburg

• Cape Peninsula UOT

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CASE STUDY: TUT

TUT Academic Profile

Structure finalised in 2007

Match & Place finalised in 2008

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Dr S Swanepoel & Dr EL van Staden

Merger conference - WNNR

8 October 2009

CASE STUDY: TUT

7.7%

48.1%

37.7%

2.4%4.1%

TUT ACADEMIC STAFF PROFILE 2006

PROF

ASS PROF

SENIOR LECTURER

LECTURER

JUNIOR LECTURER

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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

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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

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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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*

*

Secretary

Faculty CoopCoordinator

Executive Dean

FACULTY - SPECIFIC STRUCTURES

Service level agreements between DVC: Finance and Business Development, DVC: Research, Innovation and Partnerships and

Service level agreement between DVC: Institutional Planning and Operations and DVC: Teaching, Learning and Technology

Department

DepartmentalAdministrator

Faculty specific structures will be determined according to the approved criteria

Secretary

Secretary

FACULTY - GENERIC STRUCTURE

Executive Dean

AcademicFaculty

Associate Dean Safety Officer

Research Officer

DVC: Teaching, Learning and Technology

Financial Officer Administrator MarketerFaculty* Faculty*Faculty*

Quality OfficerFaculty*Faculty*

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CASE STUDY: TUT

Function Post Level Units SLE

SecretaryFinancial OfficerAdministratorResearch OfficerMarketerCoop CoordinatorQuality OfficerSafety Officer

10119

10988

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51,243,462,351,262,382,882,843,4

0,510,430,620,510,620,830,830,43

TOTAL 4,78

Support staff - maximum of 5 SLE’s per faculty

Support staff per faculty

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CASE STUDY: TUT

Criteria to determine number of staff

1. Hierarchical academic profile

Student Profile Programme Profile Research Output

Staff Profile

Head Count (HC)FTETIU = SLEFTE ratio

(n) of Certificates(n) of NH Cert(n) of ND(n) of B Tech(n) of M Tech(n) of D Tech

ResearchOutputUnits

(n) of jr Lecturers(n) of lecturers(n) of sr lecturers(n) of Associate Prof(n) of Prof

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CASE STUDY: TUT

Criteria to determine number of staff

2. Size

50.0%

30.0%

15.0%

5.0%

STRATEGIC PROFILE FOR TUT

PROF

ASS PROF

SENIOR LECTURER

LECTURER

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CASE STUDY: TUT

Criteria to determine number of staff

3. Complexity and PQM

4. Service subjects

5. Multi learning sites

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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

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CASE STUDY: TUT

Matching & placing of staff in new academic structure

• Criteria determined – scenarios

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CASE STUDY: TUT

Results

Application of criteria

Peer review process - 2 deans

Academic departments from 99 to 56

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QUESTIONS ?