Jan Botha, André Müller, Leon Eygelaar , Desmarie Meintjies

1. Changing the face of success by facing the success of change Jan Botha, André Müller, Leon Eygelaar, Desmarie Meintjies Division for Institutional Research and Planning STELLENBOSCH UNIVERSITY

2. Changing the face of success by facing the success of change Jan Botha, André Müller,Leon Eygelaar, Desmarie Meintjies Division for Institutional Research and Planning STELLENBOSCH UNIVERSITY

3. Changing the face of success Graduate throughput              First years’ pass rate

4. Strategic Framework for the turn of the century and beyond Vision 2012 and Vision 2015 Hope project NQF, SAQA, HEQC Changing the face of success                       

5.  role-players in Africa global citizenship Changing the face of success research multilingual                                sustainability diversity

6.  • RESEARCH PROBLEMAre we successful at transforming our identity? • Are we changing the face of success? Do we have a broadened understanding of success? • Are we changing for the better? Changing the face of success by facing the success of change • RESEARCH FOCUS Curriculum transformation as measurement instrument • Both small and significant changes are made to the curriculum every year • Annual yearbook changes are complicated to analyse (due to the number and type) • The most significant curriculum changes happen when new programmes are introduced • More than 90 new programmes have been introduced since 2001 RESEARCH QUESTION To what extent does an analysis of new programmes yield useful answers to the question of curriculum transformation at SU?

7. Curriculum transformation as a measurement instrument for student success • To what extent are new programmes indicative of curriculum transformation? • Can we compare the university’s identity in 2001 with its identity in 2010? • HYPOTHESIS • New programmes: one entry point to understand institutional change • National HE and institutional policies: prompt and steer • New qualification types (PGDip, structured M): significantly change identity • UG: limited success i.t.o. diversity (race, nationality) vs. PG shift Has there been sufficient responsiveness to the changing contexts of the new millennium?

8. Historic overview of institutional identity • National instruments • Three identities of SU: • “Athens” • “Berlin” • “New York” The story of Stellenbosch University

9. Historic overview of institutional identity • National instruments • Three identities of SU: • “Athens” • “Berlin” • “New York” The story of Stellenbosch University

10. New programmes introduced at Stellenbosch University during 2001-2010

11. New programmes introduced in the Faculty of Arts and Social Sciences (18)

12. New programmes introduced in the Faculty of Economic and Management Sciences (25)

13. New programmes introduced in the Faculty of Health Sciences (34)

14. Programmes selected for further analysis • Bachelor of Engineering in Mechatronics • Bachelor of Commerce in Psychology • Bachelor of Science in Conservation Ecology • Master of Philosophy in HIV/AIDS Management • Master in Development Finance • Master of Philosophy in Cultural Tourism and Heritage Studies • Master of Philosophy in Intercultural Communication • Master of Philosophy in Sustainable Development • Master of Philosophy in Visual Arts • Master of Philosophy in Life Writing

15. Enrolment and diversity figures for the Bachelor of Engineering in Mechatronics EXAMPLE: Bachelor of Engineering in Mechatronics EXAMPLE: Undergraduate programme

16. Enrolment and diversity figures for the Master of Philosophy in HIV/Aids Management EXAMPLE: Bachelor of Engineering in Mechatronics EXAMPLE: Structured Master’s programme

17. Enrolment and diversity figures for the Master in Development Finance EXAMPLE: Bachelor of Engineering in Mechatronics EXAMPLE: Structured Master’s programme

18. Survey completed by programme coordinators • Simple survey questions on: • Programme design • Student recruitment and selection • Staff and infrastructure • Teaching, Learning, assessment • Open question on transformation EXAMPLE: Bachelor of Engineering in Mechatronics EXAMPLE: Bachelor of Engineering in Mechatronics

19. Qualitative data for all the programmes EXAMPLE: Bachelor of Engineering in Mechatronics EXAMPLE: Bachelor of Engineering in Mechatronics

20. Qualitative data for all the programmes EXAMPLE: Bachelor of Engineering in Mechatronics EXAMPLE: Bachelor of Engineering in Mechatronics

21. FINDINGS Undergraduate programmes • All three programmes are: • popular and exceed the estimated enrolment numbers • responsive to stakeholder needs • perpetuating the volksuniversiteit identity • lacking diversity in terms of race and nationality • transformative in terms of teaching and learning methods 1. Bachelor of Engineering in Mechatronics 2. Bachelor of Commerce in Psychology 3. Bachelor of Science in Conservation Ecology

22. FINDINGS Postgraduate programmes • All the Health Sciences programmes can be classified as promoting • the SET identity • Focusing on the other M’s, they all: • contribute significantly to diversity (race and nationality) • are responsive to national and institutional directives • can be classified as promoting the “PG school” identity • face challenges in terms of the research supervision workload 1. Master of Philosophy in HIV/AIDS management 2. Master of Development Finance 3. Master of Philosophy in Sustainable development 4. Master of Philosophy in Intercultural communication 5. MPhil in Life Writing, Visual Art, and Cultural Tourism and Heritage studies 

23. Summary of FINDINGS • The new programmes introduced since 2001 illustrates that the university has greatly shifted its identity in terms of academic offering from being an undergraduate volksuniversiteitto being a SET research focused university. • Also growing, but to a lesser extent, is the University of Stellenbosch’s identity as a postgraduate school with structured Master’s degrees for emerging first-generation students who are often working professionals. • In terms of teaching and learning, more innovative blended teaching methods are being employed, transforming the way in which the content is taught, in cases where content is not always “new”.

24.                       

25.  role-players in Africa global citizenship To change the face of success you should face the success of change research multilingual                                sustainability diversity

26. Thank you! Dankie! Enkosi!

27. DANKIE THANK YOU ENKOSI KAHKULU

30. Conclusion • The introduction of programmes provides one entry point to the understanding of institutional change • National policy contexts, in particular the national mechanisms related to academic qualifications and programmes play a role to prompt curriculum (programme) changes) and to steer changes • New qualification types – the PGDip and structured Master’s programmes contribute significantly to a changing identity (face) of SU • When two indicators of change (diversity profile and international students) are investigated, it indicate that SU has: • a. limited success at UG level to attract new faces • b. reasonable success at PG level

31. Further topics • Impact of NQF to prompt and steer • transformation • Institutional identity theories • Instruments for measuring curriculum • renewal trends