NMMU response to HERANA report Prof Heather Nel 27 August 2010

1. NMMU response to HERANA report Prof Heather Nel 27 August 2010

2. Sampling and criteria for inclusion in the study • What sampling technique was applied to select the participating African universities? What were the criteria for inclusion in the study? In particular, on what basis was NMMU selected? • Report states that NMMU is an exception in that it is not a “national” university as with the other African universities that participated, but it was selected because it is more comparable in terms of being located in a “small city in a poor rural area” • Comments made during the workshop confirmed that NMMU was an exception since it is not a national or “flagship” university and that it may have been better to select a university like UCT or UP which are regarded as research-intensive; this seems to indicate a lack of clarity and consistency regarding criteria for inclusion in the study • Did any of the other participating African universities experience large-scale restructuring or mergers as in the NMMU case? How to make provision for tracking the impact of this restructuring on performance in the academic core (e.g. research productivity of academic staff)? • Did the study compare apples with apples?

3. The pact in the South African/NMMU context • Report defines a pact as including a shared understanding of the identity and vision of universities, what is expected of them, and what rules/values should govern them • NMMU is the product of a merger between a university and a technikon – Different and often competing academic/knowledge traditions and cultures • Importance of unifying institutional vision, mission and set of values – vision 2020 • National policy terms this a “comprehensive” university yet this is not defined or described in any way • Who crafts the identity, vision and mandate of these new types of universities? The state, the comprehensive universities collectively/individually, society? • What is the role of these new types of universities in development? Whose notion of development prevails (instrumental/self-governing/engine)? Pockets of each within NMMU – need to draw on best traditions of each so that sum is more than the parts • NMMU in process of signing MoU with metro municipality and participating in setting up regional innovation forum to promote local and regional development

4. Performance indicators: The academic core • Need for evidence-based planning – NMMU embraces this and data is central to strategic planning and decision-making • What does it mean to be a flagship university in an African context? How do we measure this? Is there only one notion of excellence that is linked to research intensity? • Does the use of uniform indicators promote institutional isomorphism or mission differentiation and diversity? How is this linked to state funding and incentive mechanisms? • Can the quantitative analyses be enriched through qualitative narratives that are more sensitive to the regional context, student intake profile (SES, academic preparedness, rural/urban), and historical legacies of participating universities? • What about the PQM? Balance between general/formative and professional programmes; Impact this has on a university’s performance in terms of staff qualifications profile, research outputs, etc

5. Institutionalisation of development projects • Very useful methodology and set of criteria to evaluate development projects/engagement interventions at institutional level • Systemic links in conceptualising engagement – HSRC, NRF, etc • Support recommendation to broaden the evaluation to include all projects – plot contribution to academic core to identify and incentivise best practice • NMMU embracing Boyer’s broad conceptualisation of scholarship - crucial to ensure that engagement is not marginal/peripheral but embedded in excellent and scholarly teaching and research • Optimise strengths of NMMU in contributing to development: • Innovative, pioneering spirit; • Breadth/depth of programme mix and educational offerings; • Capacity for trans-disciplinary and integrative scholarship; • Broadening access for those with the potential to succeed; • Holistic development of graduates as responsible global citizens To be a dynamic African university, recognised for its leadership in generating cutting-edge knowledge for a sustainable future. We offer a diverse range of quality educational opportunities that make a critical and constructive contribution to regional, national and global sustainability.

6. DISINFECTANTS • Dettol/ Savlon in bathing water (BM)‏ • Jeyes in water (rural) • Milton as hand wash (WM)‏ • High LSM 3-4 DISINFECTANTS DISINFECTANTS • Dettol/ Savlon in bathing water (BM)‏ • Jeyes in water (rural) • Milton as hand wash (WM)‏ • High LSM 3-4 • Dettol/ Savlon in bathing water (BM)‏ • Jeyes in water (rural) • Milton as hand wash (WM)‏ • High LSM 3-4 Integrative notion of scholarship Scholarship of Integration Scholarship of Discovery • Making connections across disciplines and advancing knowledge through synthesis • “bringing together to create new insights” • The pursuit of inquiry and investigation in search of new knowledge • Discovery includes identifying new or revised theoretical principles and models, insights production in the arts, architecture, design, video, and broadcast media. • “The first to know” Scholarship of Engagement DISINFECTANTS • Connects the scholarships of Discovery, Integration, Application and Teaching to the understanding and solving of relevant societal issues • “Helping by participating and creating partnerships” Scholarship of Teaching Scholarship of Application sack/ stone • The transmitting of knowledge • The transference of knowledge • The extension of knowledge • Encourages critical, creative thinking • “active learning” • How can knowledge help solve societal problems in a way that tests new theory and knowledge • “learning through helping”