CHARACTERISTICS, ATTRIBUTES AND CRITERIA LINKED TO IDENTIFIED PERFORMANCE INDICATORS

1. CHARACTERISTICS, ATTRIBUTES AND CRITERIA LINKED TO IDENTIFIED PERFORMANCE INDICATORS Finland/South Africa co-operation Project: The development of evidence-based performance indicators for UoT’s and UoT related parts of CUs WORKSHOP20 & 21 AUGUST 2008 CAPE TOWN DR E L VAN STADEN

2. TASK TEAM • Dr Engela van Staden (TUT) • Mr D J Pieterse (TUT) • Dr Marié Fowler (TUT) • Mr D Naidoo, (TUT) • Prof Heather Nel (NMMU) • Prof Neels Fourie (UJ) • Dr Cay van der Merwe (CUT) • Dr Elmar de Wet ( CUT) • Prof Laetus Lategan (CUT) • Dr Dan Coetzee (CPUT) • Mr David Bleazard (CPUT) • Prof Annelie Jordaan (DUT) • Ms Bella Sattar (DUT) • Prof Linda du Plessis (VUT) • Prof Prakash Naidoo (VUT) • Mr Alpheus Maphosa (VUT)

3. SATN Project: Expected Outputs and Outcomes • A set of evidence based performance indicators acceptable to the sector. • A document that identifies unique contributions of UoTs and identifies them as a sub-sector in a differentiated higher education system. • A documented sector development trajectory for UoTs and CUs. • Engagement with the DoE and other relevant players such as the CHE/HEQC on these documents and their implications. • Further co-operation between HE institutions in Finland and South Africa.

4. FOCUS OF PRESENTATION • Framework of identified characteristics of UoT’s (attributes and criteria) • - Typology team • Identified Performance Indicators • - “Expert” team • Stipulate the contributions of the participating institutions with regard to nominated criteria and Performance Indicators • - Outcome of each Institutional workshop • Classify the “Performance” indicators. • - Institutional related • - UoT related • - HE related • - Input/Output/Process/Outcome

5. UNIVERSITY 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 A UNIVERSITY OF TECHNOLOGY What makes a UoT different from any other university (Compared to the classical concept of a university)? It is not the use of technology within a university, which classifies it as a technological university, but rather the interweaving, focus and interrelation between technology and the nature of a university which constitutes a technological university. At a technological university the focus is therefore on the study of technology from the viewpoint of various fields of study, rather than a particular field of study. (CTP, 2004)

6. TERMINOLOGY USED: (SYNONOUMS) FRAMEWORK: Characteristics; Attributes; Criteria; Performance Indicators

7. Assigned PIs to each attribute Performance Indicator • Performance indicators are empirical quantitative or qualitative data that measure the effectiveness of a system and/or an institution in attaining its goals • Therefore PIs must relate to specific goals or objectives Defined by Criteria • Purposeful:Of the PI informs the type of indicator – measure input,productivity/efficiency,output, or outcome. Should be aligned with vision and goals for HE at sectoral and institutional levels. • Relevance:Informed by accuracy, appropriateness and reliability. • Measurable:PIs should be quantifiable – either intrinsically (actual numbers) or from qualitative inputs. • Reliable:Repeated measurement = same result. • Valid:Measures the phenomenon it refers to. • Feasible:Availability, accessibility, and collection of data and calculation of the indicators. • Clear and unambiguous:Should not be open to dual interpretation. Should be easy to interpret byvarious constituencies. • Timely:Information/data should be up-to-date and recent. • Comparable:Should be possible to make meaningful comparisons between institutions and over time. (Prof H Nel)

8. Framework of Characteristics of UoTs Career orientated UG Technological Competence Technology focused programmes Sustainability Acknowledged R&I expertise School & Post School engagement Technology Transfer & Innovation Sustainability in Engagement & Practice Research and Innovation in & through technology & technique in Strategic areas Characteristics of UoTs Community Involvement (social responsibility Post graduate studies Governments, Business, Industry Enabling environment Entrepreneurial & innovative ethos National & International impact and recognition Commercial ventures Student entrepreneurs

9. TECHNOLOGY FOCUSED PROGRAMMES UoT CHARACTERISTICS/ATTRIBUTES • Technology driven PQM • Proffesional bodies approval • Employer satisfaction with graduates • Responsiveness (just in time education) • Relevance to market needs • Job readiness • Learning in Workplace & WIL • Learner centerd • Innovative educational approaches • Industry exposure and experience of staff • Staff abreast of new developments technology • UTILISING technology within the teaching methodology, including IT-integration and e-learning • Leading edge technology • Staff abreast with technology/ technological advances Comments UG Career Programmes Technological competence • Technology: loaded team - “Applied competence” • Technology driven PQM: - Refers to scope/level/impact/ content? • Technology is not inherently captured/ defined in the PI- not measurable • Responsiveness? - Just in time education.

10. TECHNOLOGY COMMENT: “Term is being used intertwined – every time constituting a different meaning”. DEFINITION: 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. In essence it is the know-how to fabricate things (this includes creating and developing new technologies). This concept finds its origin in the Greek word, techne, that means ‘skill’ or proficiency’ and is also related to the words, episteme, meaning ‘understanding and skill’, that denotes ‘working, creating,’ and once again, ‘skills’. Technology therefore straddles two issues: firstly the skill to fabricate things and, the skill to manage the fabricated products. The understanding of technology in this document is closer to the definition by UNESCO: ‘… the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and enhance control over the natural and made environment in an endeavour to improve the human condition.’ (UNESCO, 1985). Teaching technology – implies an understanding of the application of the subject in the real world. Important to make technology productive – commercialize!

11. PROPOSED PERFORMANCE INDICATORS FOR UoTs • Technology Focused Programmes

12. TECHNOLOGY FOCUSED PROGRAMMES

13. TECHNOLOGY FOCUSED PROGRAMMES

14. TECHNOLOGY FOCUSED PROGRAMMES

15. TECHNOLOGY FOCUSED PROGRAMMES • “TECHNOLOGY IS THE QAULIFIER” • Technology-focused programmes can be used to differentiate as this will for e.g. in Engineering fields define the different levels of occupation such as technicians, technologist and professionals. • - Will differ from the CU diplomas in time as envisaged that emphasis will be theoretical under pinning and a broader conceptual grounding to facilitate articulation into degrees. • - Conversion of theoretical knowledge to practice into applied competence. Practical experience should be emphasized. • Distinctiveness defined by: • - Advisory boards • - WIL • - Delivering and innovative teaching practices • - Staff with regards to industry experience • - Focus on technological competence

16. Comments Research and Innovation in and through technology and technique in strategic areas UoT ATTRIBUTES / CHARACTERISTICS • R&I staff with doctorates • Nationally rated researchers and • innovators • Internationally recognized R&I • leaders • Recent regular R&I outputs • International exchange and • collaborations • Research chairs • Inter & trans disciplinary R&I • projects • New inventions • Partnerships • Specialization in application • M & D students in relevant R&I • projects. • Research is now a given (natural characteristic – automatic requirement) as UoT’s are now referred to as a “University” and should not be unique! • Research should focus on NICHE/specific areas. • Type of research will differentiate • Number of Research projects directly linked to industry problems – thus the NATURE of the research projects should indicate the uniqueness. • Additional to this the (n) of prototypes, patents, procedures, artifacts, artistic outputs should be recognized as an output. • The issue of technology stations and incubators might set UoT’s apart but it is still not Unique to UoT’s. • Research and Innovation expertise • Technology Transfer • Postgraduate studies

17. B. Research and Innovation in and through technology and technique in strategic areas

18. Research and Innovation in and through technology and technique in strategic areas

19. R&I in and through technology and technique in strategic areas • Comments • Should recognize that Research and Innovation is still in a development phase and therefore targets must be realistic. • Partnerships and collaborations is a criteria that will assist in increasing Research activities. • Research in UoT’s should focus on specific areas. • The implementation and increase in inter disciplinary and trans disciplinary research projects focused on real problems and its application to society and industry is unique to UoT. • 5. Clear that all outputs linked to the innovation process should be acknowledged and funded. • 6. Staff development in research capacity should also be recognized.

20. Comments Entrepreneurial and Innovative Ethos UoT ATTRIBUTES / CHARACTERISTICS • Support and control structures • Seed funding / diverse funding • base • Enhanced developmental • periphery • Registered patents and artifacts • Established ventures, • partnerships and contracts. • SMME support • 3rd Stream income Corporate businesses and government should be included in this framework • Enabling Environment • Commercial Ventures • Student Entrepreneur- ship

21. C. Entrepreneurial and innovative ethos

22. Entrepreneurial and innovative ethos

23. ENTREPRENEURIAL AND INNOVATIVE ETHOS Should be greater emphasis on UoT’s to create an environment where ideas can be converted to products and commercial purposes. Innovation seen as the application of the “know-how”, knowledge, skills and expertise towards a value-added product process or service should be recognized in the domain of UoT’s. UoT’s serves as a learning lab with new approaches and practices for the design and delivery of learning and research initiatives.

24. Comments National and international impact and recognition UoT ATTRIBUTES / CHARACTERISTICS • Widening access to HE • Throughput • Nationally prioritized skills and • development- Job creators • Alternative routes of access • Throughput should refer to the contribution to the nation’s skills development • National impact • International recognition and exposure

25. D. National and international impact and recognition

26. National and international impact and recognition

27. UoT ATTRIBUTES / CHARACTERISTICS • National impact was originally defined as: “Satisfying the national HR plans and SA”. • Widening access – Provide greater learning opportunities • Skilled • More competent • Employable and/or • Employer-centered/job creator • Life long learning CE • Widening access should be seen as a differentiating factor. Need to market diplomas as worth while qualifications. Therefore % of ND enrolments should be a PI. • - Shape by qualification type.

28. Comments Sustainability in Engagement and Practice UoT ATTRIBUTES / CHARACTERISTICS • Regional collaboration/ • embedment- Mutually beneficial partnerships • for sustainable development • Technology and knowledge • transfer • Government, Business and Industry. • Community involvement (Social responsibility) • School and post school engagement • Sustainability

29. E. Sustainability in Engagement and Practice

30. Sustainability in Engagement and Practice

31. SUSTAINABILITY IN ENGAGEMENT AND PRACTICE • The old debate about what is Community Engagement also relevant to this debate. • The HEQC conceptualization should be used – Policy document contributing to the unitary system – again nothing unique! • The social responsibility refers to the narrow sense, the government/ business and industry refers to Community Engagement in the broader sense. • All generic and applicable to HEI.

32. CONCLUSIONS • CONCLUSION 1: • “It is important to look at the characteristics, attributes and PI’s critically and ask: whether they assist in differentiate UoT’s from other Institutional types.” • - The PI’s do not successfully differentiate UoT’s from other Institutional type. • Although PI’s are effective in distinguishing UoT’s from traditional institutions to SOME EXTENT, they fail to address adequately its distinction. • Uniqueness was calculated by 4,16% (UoT) 10,4% (CU) • The following reasons is possible: • General perception that since UoT’s now have the “status” of University, there is little difference to its function with regard to T&L, R&I, CE. • Although differentiation was based on the “How” rather than the “What”, the general feeling seems to be that neither the “attributes, nor criteria, nor PI’s for the stated characteristics succeeds in making UoT’s explicitly unique!

33. CONCLUSIONS • CONCLUSION 2: • “Criteria appear to be fairly GENERIC, which results in PI also being GENERIC and shared across the HE system (75%). • The following reasons is possible: • The restructuring of the HE landscape has resulted into a “Unitary” system – “University nomenclature”. • Academic drift is taking place. • Career focused offering of traditional Universities are closely aligned to the model employed by UoT’s. • The thinking of UoT’s to train technologist through 3 year degree programmes.

34. CONCLUSIONS • CONCLUSION 3: • “Nothing lower grade about a UoT”. • CHARACTERISED BY: • Relevance of programmes (technology focused PQM); • - Professional bodies and advisory committees • - Producing student that could start work upon graduation. • - Entrepreneurial focus – job creators. • - Concerned primarily with the development of vocational/career/professional education. • - Integrating work and learning (WIL). • - Technological competencies and capabilities – as important as cognitive skills. • - Curriculum developed around the graduate profile defined by industry/professions (market relatedness). • 2. Responsiveness to, and fulfillment of the needs of industry, community and society: • - Related to the problems of industry/community/society. • - Service to industry and the community.

35. CONCLUSIONS • CONCLUSION 3 cont: • CHARACTERISED BY: • Research informed in NICHE areas • - Enriched by industrial. Business experience and partnership. • Technology Transfer • - Applied Competence • - Application of the know-how, knowledge and skills, expertise towards an improved products, processes, technologies. • - Emphasis on scholarship/innovation and R&D to develop new technologies. • Appointment of experts acknowledged by industry. • Strong attention to NICHE areas.

36. CONCLUSIONS CONCLUSION 4: “PI and “uniqueness”/”diversity” are all tied up into the Institutions strategies and plans”. (4,2%) - PI provides then a measurable leverage to manage the University according to a Plan. BOTTOM LINE? HE is a unitary system Differentiation is evident to some extent That differentiation is measurable – uniqueness Developmental aspects are evident!

37. Framework of Characteristics of UoTs Career orientated UG Technological Competence Technology focused programmes Sustainability Acknowledged R&I expertise School & Post School engagement Technology Transfer & Innovation Sustainability in Engagement & Practice Research and Innovation in & through technology & technique in Strategic areas Characteristics of UoTs Community Involvement (social responsibility Post graduate studies Governments, Business, Industry Enabling environment Entrepreneurial & innovative ethos National & International impact and recognition Commercial ventures Student entrepreneurs

38. TEST CASE – HOW DO PERFORMANCE INDICATORS “DELIVER” IN PRACTICE?

39. TEST CASE – HOW DO PERFORMANCE INDICATORS “DELIVER” IN PRACTICE? Continue

40. TEST CASE – HOW DO PERFORMANCE INDICATORS “DELIVER” IN PRACTICE? TEST CASE – HOW DO PERFORMANCE INDICATORS “DELIVER” IN PRACTICE? Continue

41. TEST CASE – HOW DO PERFORMANCE INDICATORS “DELIVER” IN PRACTICE? TEST CASE – HOW DO PERFORMANCE INDICATORS “DELIVER” IN PRACTICE? Continue