Assessing the unique contribution and development of UoT’s through the use of performance indicators by Dr Engela van Staden

PRESENTATION AT SATN CONFERENCE

16 JULY 2009

DR E L VAN STADEN

ASSESSING THE UNIQUE CONTRIBUTION AND DEVELOPMENT OF UoT’s

THROUGH THE USE OF

PERFORMANCE INDICATORS

“The UoT sector has NOT OPTED for a

name change, but for an EQUAL

STATUS in a Unitary but Differentiated

System”

1.Are the 3 types of universities the same?

2.What makes UoT’s different?

3.Where are UoT’s in this newly selected status?

CHALLENGES

• Collegial collaboration and cooperation

• Defined the role and function of UoT’s.

• Identified evidence based Performance Indicators to measure performance and development.

APPROACH

• “University” is the common denominator that responds to the “Unitary” system.

- Legislated 3 functions: - T&L, R&I, CE.

• Differentiation is in the purpose, approach and focus of each University Type = Uniqueness of UoT

• “Development” and “Performance” are measurable through Performance Indicators.

OUTCOME

• UoT’s sector is NEW!!!! - South African Context?

• Universities - Not static, organic entities!! (Bitzer, 2006)

- Universal characteristics - Shaped by trends, challenges

and forces in their environments.

• All three types of Universities in SA have the “idea of the University” as common denominator – (Lategan, 2008)

• Difference lies on the conceptual level and therefore also in the approach – (Lategan, 2008).

DIFFERENCE IS IN THE CONCEPT

“UNIVERSITIES”

A University is seen as:

“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” (Lategan, 2005)

CONCEPT

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 the university which constitutes a technological university.

1. Technology - “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.

2. Teaching Technology – “An understanding of the application of the subject in the real world”.

3. Approach towards Technology - Study of technology from various fields (rather from particular).

4. Application - Make technology productive towards commercialization.

NATURE / TYPOLOGY

Understanding the nature of a University of

technology, how will a UoT be recognized?

Characteristics, Attributes and

Criteria!!

Characteristics of UoTs

Entrepreneurial & innovative ethos

National & International impact and recognition

Technology focused programmes

Sustainability in Engagement &

Practice

Research and Innovation in & through

technology & technique in

Strategic areas

Career orientated

Technological Competence

CONTEXTUALISATION - FRAMEWORK OF CHARACTERISTICS AND ATTRIBUTES OF UOTS

Unique

FRAMEWORK OF CHARACTERISTICS AND ATTRIBUTES FOR UNIVERSITIES OF TECHNOLOGY

UG

TECHNOLOGY FOCUSED UNDER GRADUATE PROGRAMMES

• Unique to UoT’s

• PQM should be technology driven and can be measured through the percentage of SET enrolments.

• Relevancy and Responsiveness of the curriculum can be measured through:

- employer satisfaction- involvement of professional bodies- existence of advisory committees- introduction of NEW programmes

• Career focused programmes can be measured through:

- Work Integrated learning components in the curriculum.- Exposure/experience of staff in the industry (world of

work).

UNDERGRADUATE

CAREER ORIENTED

TECHNOLOGICAL COMPETENCE

Technology Driven PQM WIL

Employer Satisfaction

Student Centered

Utilizing technology within

the teaching Methodology, IT Integration, E-

learning

Staff with Industry

Exposure

% UG Qualifica-tions with

EL

% of Employers Satisfied

Ratio of FTE I/R

Staff to FTE Students

Actual Capital Expenditure

on Technology

per FTE Student

% of I/R staff with actual industry

experience in their field of

Teaching/Research

% FTE Enrolments

in SET

TECHNOLOGY FOCUSED PROGRAMMES (16)

Table Graph 1 Unique

Generic

Graph1: Comparison of the SET enrolment shape in South African Higher Education Institutions

Source: HEDA, www.SATN.co.za





Strategic areas

Career orientated UG


Acknowledged R&I expertise Technology

Transfer & Innovation

Post graduate studies


Unique


RESEARCH & INNOVATION THROUGH TECHNOLOGY & TECHNIQUE IN STRATEGIC AREAS

• Not unique to UoT’s, but definitely part of a UoT’s function

• Categorized as part of the developmental trajectory of UoT’s.

• Research is informed and directed by real problems and challenges in business/industry/society and not necessary by theory.

• Research – “Development of new knowledge and/or a new understanding of a problem through the application of new and/or existing knowledge to the problem”. (SATN, 2008’ Lategan. 2008).

• Research methodology is focused on “Problem Solving”.

• Training of high-level technologists.

• Inclusion of a Multi-disciplinary focus.

• Uniqueness can be measured by: - the (n) of community problem-solving research project

• Development can be measured through e.g.:- Percentage of staff with a masters or doctorate as minimum

qualification

I/R staff with doctorates

NRFrated

researchers and

innovators

Research Output

NewInventions

M&D students in

relevant R&I

projects

Number of prototypes,

parents, artistic outputs and

products

% of permanent

I/R staff with Master or

Doctorate as highest

qualification

RESEARCH & INNOVATION THROUGH TECHNOLOGY & TECHNIQUE IN STRATEGIC AREAS (12)

R&I EXPERTISETECHNOLOGY

TRANSFERPOST GRADUATE

STUDIES

Ratio of NRF-related researchers

to total research output

Ratio of total

research output to

permanent I/R staff

% PG Headcount enrolment

Table Graph 4

Table Graph 3

Developmental

Graph3: Comparison of the Postgraduate Enrolments in South African Higher Education Institutions.


Graph4: Comparison of the Permanent Instructional/Research Staff in South Africa Higher Education Institutions, with Masters or Doctorals







Strategic areas






Enablingenvironment

Commercial ventures

Studententrepreneurs


Unique


ENTREPRENEURSHIP AND INNOVATIVE ETHOS

• Innovation not limited to UoT’s. Traditional Universities have been involved in various downstream activities.

• UoT’s are and should be involved in producing innovation outputs in the form of:

- Patents- Products- Prototypes- Artifacts- Artistic outputs- Designs

• Uniqueness is: the involvement of UoT’s in:

- SMME’s- Technology Stations

• Uniqueness is: Programmes with Entrepreneurship content and/or projects; developing not only job seekers, but job creators.

ENABLING ENVIRONMENT

COMMERCIAL VENTURESSTUDENT

ENTREPRENEURSHIP

SMME’s Technology

Stations

Number of Technology

Stations, and SMME’s

Programmes with Entrepreneurship Content and Projects

Established Business Ventures

% Third stream

income to total income

% of UG diplomas/degrees with entrepreneurship as a credit

bearing, assessable exit level outcome to the total number of UG

diplomas/degrees

ENTREPRENEURSHIP AND INNOVATIVE ETHOS (6)

Development

Generic







Strategic areas






Enablingenvironment

Commercial ventures


Access with success

(SET enrolments)

Collaboration


Unique


NATIONAL AND INTERNATIONAL IMPACT AND RECOGNITION

• All Universities are characterized by its National impact and International Recognition.

• UoT’s contribution on National level is through:

- providing alternative routes of access (foundation provision and Recognition of Prior Learning)

- Service to industry/community/society- Nationally prioritized skills.

• Developmental trajectory regarding International recognition can be measured by the:

- (n) of active international collaborations (staff exchanges, research projects, fellowships,

Research Chairs, Post-doctorates).

NATIONAL AND INTERNATIONAL IMPACT AND RECOGNITION (10)

NATIONAL IMPACT

INTERNATIONAL RECOGNITION

Access with Success

International Collaboration

Nationally prioritized skills and

development

% UG Headcount

enrolments in Foundation Provision

Number of active

International Collaborations

% Growth in Graduates

in SET

% Annual Growth in student headcount in National priority

areas

Table Graph 5Unique Development

Graph 5: Comparison of Total Headcount Enrolment in South African Higher Education Institutions






Sustainability in Engagement &

Practice



Strategic areas






Enablingenvironment

Commercial ventures


SustainabilitySchool &

Post Schoolengagement

Community Involvement

(social responsibility

Governments, Business,

Industry (regionalCollaboration &

Partnerships)

Access with success

(SET enrolments)

Collaboration


Unique


SUSTAINABILITY IN ENGAGEMENT AND PRACTICE

• “Engagement” means to take the unique characteristics of your institutional type and interact through them with other entities, (SATN, 2008)

• “Engagement” can be “unique” through the type or nature.

• UoT’s engagements is evident through partnerships with, and services rendered to: industry/business/government/

communities and schools.

• Sustainability is a generic policy directive from government and can be measured through:

- Cost and income per FTE student- Dependency on state subsidy- Generation of third stream income.

GOVERNMENT, BUSINESS AND INDUSTRY ENGAGEMENT

COMMUNITY INVOLVEMENT

SCHOOL AND POST SCHOOL ENGAGEMENT

SUSTAINABILITY

Participation Rate of FET

Learners in UoT

SUSTAINABILITY IN ENGAGEMENT AND PRACTICE (10)

Technology and knowledge transfer to FET College Staff

Financial Sustainability

Total direct cost/income per

FTE Student

(n) of Capacity programmes offered to FET college staff

(n) of FET learners

articulated to UoTs

Unique

Generic

• Focus on Under Graduate education offerings• Career-orientated• Technology driven PQM• Technological competence and capabilities• Learning in the Workplace (WIL), Advisory

Committees.• Aligning the curriculum to the labour market needs

and professional bodies.

• Applied and Multi disciplinary research in strategic areas:- applied to problem solving- Technology informed.

• Partnerships with business, government, industry• Student entrepreneurship• Access with success• Enrolments in Science, Engineering and Technology

UNIQUE CONTRIBUTIONSP

RO

GR

AM

MES

• Aligned to the Characteristics, Attributes and criteria for UoT’s.

• 54 Performance Indicators

• A core collection of 26

- Evidence based (quantitive and qualitative).

- Purpose of PI – monitor performance and development.

UoT SPECIFIC PERFORMANCE INDICATORS

WHERE ARE WE NOW?

• Data Gathering

- 2008 HEMIS- Questions

• Pilot study completed by end 2009

- Targets

- Benchmarks

Assessing the unique contribution and development of UoT’s through the use of performance indicators by Dr Engela van Staden

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