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Live your life. Create your destiny.

Live your life. Create your destiny. MERGER CONFERENCE PROF LR VAN STADEN DVC: TEACHING, LEARNING AND TECHNOLOGY. DVC: TEACHING, LEARNING AND TECHNOLOGY. OUTLINE. AIM OF THE PAPER TUT IN CONTEXT PROBLEM STATEMENTS RESEARCH METHODOLOGY KEY DEFINITIONS

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Live your life. Create your destiny.

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  1. Live your life. Create your destiny. MERGER CONFERENCE PROF LR VAN STADEN DVC: TEACHING, LEARNING AND TECHNOLOGY

  2. DVC: TEACHING, LEARNING AND TECHNOLOGY OUTLINE • AIM OF THE PAPER • TUT IN CONTEXT • PROBLEM STATEMENTS • RESEARCH METHODOLOGY • KEY DEFINITIONS • LITERATURE REVIEW • STRUCTURE FOLLOWS STRATEGY • DATA ANALYSES 2001 – 2008 • FINDINGS • RECOMMENDATIONS

  3. DVC: TEACHING, LEARNING AND TECHNOLOGY PRE AND POST- MERGER UNDERGRADUATE STUDENT SUCCESS RATES AT TSHWANE UNIVERSITY OF TECHNOLOGY MERGER CHALLENGES (AIM): • ACCESS • SUCCESS • QUALITY • EQUITY • EFFICIENCY

  4. DVC: TEACHING, LEARNING AND TECHNOLOGY TUT IN CONTEXT • 7 Faculties and 56 departments (3 provinces) • Single site faculty model • Enrolment target of 56 000 (4 000 distance education) • 436 academic programmes (20% masters and 15% doctorate) • ± 1 000 permanent academic posts • ± 100 academic development posts • R700 million academic budget (Salary, OPEX and CAPEX)

  5. DVC: TEACHING, LEARNING AND TECHNOLOGY PURPOSE OF THE PAPER • The paper was guided by the following research questions (objectives): • Did the merger of the three former technikons have an impact on the undergraduate success rates at the Tshwane University of Technology? • Would the rendering of comprehensive academic development and support services play a fundamental role in the improvement of undergraduate success rates at the Tshwane University of Technology?

  6. DVC: TEACHING, LEARNING AND TECHNOLOGY RESEARCH METHODOLOGY • The research approach followed in this study included both a literature study and an empirical investigation.

  7. DVC: TEACHING, LEARNING AND TECHNOLOGY KEY DEFINITIONS • ‘Undergraduate programmes’ in this context are National Certificates, National Higher Certificates, National Diplomas and BTech degrees • The term ‘success rates’ refers to the total number of Full-Time Equivalent (FTE) subjects passed divided by the total number of FTE subjects enrolled for a particular year

  8. DVC: TEACHING, LEARNING AND TECHNOLOGY EDUCATIONAL STRATEGIES AND SUCCESS RATES (LITERATURE) • Preparedness for higher education a complex phenomenon • Growing body of knowledge of factors affecting success rates • Key issue in SA is level of achieved education prior higher education • Teaching and learning takes place in groups notwithstanding learner diversity • Success rate patterns will not change spontaneously • Curriculum development is a never ending activity and is pivotal to improving • success rates • Academic development and support is a field of research and practice that aims to • enhance success rates

  9. DVC: TEACHING, LEARNING AND TECHNOLOGY ACADEMIC DEVELOPMENT – Pre-merger The three former institutions differed widely in their philosophy and approach to academic development, as well as in their strategic positioning and institutional reporting lines. The pre-merger period was characterized by fragmentation, a lack of integration and coherence and therefore, a lack of common vision and framework for academic development.

  10. DVC: TEACHING, LEARNING AND TECHNOLOGY DIRECTORATE: STUDENT DEVELOPMENT AND SUPPORT 7 FACULTIES DIRECTORATE: CURRICULUM DEVELOPMENT AND SUPPORT DIRECTORATE: TEACHING AND LEARNING WITH TECHNOLOGY DIRECTORATE: CO-OPERATIVE EDUCATION FIGURE 1: PARTNERSHIPS BETWEEN HEDS AND DIRECTORATES

  11. DVC: TEACHING, LEARNING AND TECHNOLOGY Table 2: pre-merger undergraduate success rates and headcounts (2001 – 2003)

  12. DVC: TEACHING, LEARNING AND TECHNOLOGY TABLE 3: UNDERGRADUATE SUCCESS RATES AND HEADCOUNTS (2003 – 2008) DoE directives set by DoE for TUT (2010) • 70% undergraduate success rates • 94% (52 640) undergraduate enrolment • 6% (3 360) postgraduate enrolment

  13. DVC: TEACHING, LEARNING AND TECHNOLOGY FINDINGS • Undergraduate success rates increased with 7,32% since 2003 • Surpassed DoE target set for TUT of 70% by 2010 with 2% in 2008 • Undergraduate headcount enrolment increased with 4 647 since 2003 • Link between improvement of success rates and rendering of comprehensive academic development support services

  14. DVC: TEACHING, LEARNING AND TECHNOLOGY RECOMMENDATIONS • Paper is developmental and topic should be further researched • Disaggregation of success rates at faculty, departmental levels and sites • Determine the impact of academic development interventions at selected levels

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