The Stellenbosch University context

1. The Stellenbosch University context Karin Cattell PRONTAK/PREDAC 2013

2. 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

3. The SA HE context “…almost conspiratorial world of arcane acronyms and inaccessible terminology…” Gevers, 1999:2

4. A test!

5. 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

6. International context  53% 3,94%  77% 0,78% Registrations 2003 - 2008 Complete HE 2010

7. 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)

8. National Plan for HE Increase access to higher education graduates with the skills and competencies to meet the human resource needs of the country

9. Participation increases 1993  2009 473 000 837 779 • 78,6% Black • 32% at SU • 57,1% women • Throughput (UG)? • 20% (SA average)

11. 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

12. National Plan for HE Promote equity of access and redress past inequalities staff & student profiles

13. Enrolments nationally in 2005 as % of 20-24 yr. age group Scott, Yeld & Hendry. 2007

14. Student performance after 5 years: Overall

15. 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

16. National Plan for HE Build high-level research capacityto address the research & knowledge needs of SA

17. D-degrees per million population

18. 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

19. 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?

20. ActivityWhat are the implications for me? See hand-out

21. Some SU policy / strategy documents / strategy documents The University of Stellenbosch - AStrategic 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

22. 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)

23. Overarching: SU Institutional Intent and Strategy 2013-2018 • Broadening the knowledge base of the University’s staff (particularly academic staff) - % PG students: 32% → 37% • Increasing diversity of both staff and students - % BlackAfrican, Coloured and Asian permanent staff: 38% → 53% - % BlackAfrican, Coloured and Asian students: 34% → 53% • Promoting student success - UG successrate: 82% →85% - Retentionrate of first-years: 88% • Becomingsystemically more sustainable

24. 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

25. Information sources for lecturers

26. http://my.sun.ac.za

27. Student record query

29. Information cafeteria

30. Early Assessment: programme context

31. Support for lecturers regarding teaching skills

32. 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

33. Share good practice

34. Share good practice

35. Support for students

36. 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

37. Support throughout students’ ‘life cycle’ mymaties.com Potential Prospective student Prospective student First year student Senior student Postgrad student matiesalumni.net Alumnus maties.com Alpha-baseline survey E-Mentor system First Years Academy Assessment Alpha progress survey PACE Academic offering: e-Calendar Prospectus Brochures Admissions formula: Self test Marketing survey Test against profile of successful student Financial advice Housing advice … Career Mentorship Careers website Omega survey Career mentor Employer in the Careers website E-Application E-Assessment Career readiness survey Psychological e-consultations E-Registration E-Bursaries Academic offering Tracking system

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

39. 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

40. Feedback: Day 1 PNI Feedback using the eMatiesClicker system Steps: 1. Use any device that is connected to the internet 2. Go to web address: http://yourls.sun.ac.za/c 3. In the “Clicker number” box enter the number 8554 4. Enter your feedback in the three boxes provided 5. Click on “Submit your answers”.

41. Thank you! kcattell@sun.ac.za