Final Annual Transformation Report 2021

Final Annual Transformation Report

2021

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Final Annual Transformation Report

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Cape Peninsula University of Technology

FOREWORD It is with great pleasure that I present the first Annual Transformation report after the implementation of CPUT’s One Smart Vision 2030 Strategy. The vision of transformation as the cross-cutting pillar is beginning to take shape in very real and concrete ways as the transformation reports cut across the seven focus areas of our Vision 2030 Strategy. This Annual Transformation report covers transformation activities, progress and achievements across faculties, departments, units, divisions, centres and structures from 1 January 2021 to 31 December 2021.

Guided by legislation and support through the Institutional Transformation Forum (ITF), we have begun to redress transformation challenges and gaps despite the continuing COVID-19 crisis in our country.

We approached the 2022 academic year even more determined in the delivery of our transformation mandate in a way that enhances ‘oneness’ and ‘smartness’ through interfaculty and interdepartmental collaborations, sharing of lessons, best practices and research agendas.

We must all keep working so that our people can begin to feel the real benefits of high-quality lifelong learning, so that they too can contribute to the reconstruction and development of our country in meaningful ways.

Let me also take this opportunity to express my gratitude to the Executives, Deans of Faculty, and Directors who continue to provide their transformation reports and by ensuring that transformation is a standing agenda item in their Faculty/ Department meetings. Gratitude also go to the Central and Local SRCs for their comprehensive participation in ITF and for ensuring that the “voices of students” form part of our transformation agenda. I also express my thanks to the members of ITF for representing their constituents well and for robust engagement on transformation matters.

I have no doubt that the transformation journey is not likely to be easy. However, I am confident that if we collectively commit ourselves to completing it in the spirit of the consensus that has already been achieved, we will reach our destination, that is, a higher education system that contributes to the building of a better life for all.

Cape Peninsula University of Technology

Prof Paul Green Chairperson: Institutional Transformation Forum (ITF)

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CONTENTS SECTION 1: STRATEGIC OVERVIEW

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SECTION 2. ACCOUNTABILITY AND COORDINATION MECHANISM FOR THE INSTITUTIONAL TRANSFORMATION 2.1. Overall transformation accountability and coordination 2.2. Coordination in faculties, departments, divisions, units and structures

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SECTION 3: KEY HIGHLIGHTS ON THE VICE CHANCELLOR’S TRANSFORMATION SERIES 3.1. Transformation seminar series to unpack transformation 3.2. Key remarks by the Vice Chancellor: Prof Chris Nhlapo 3.3. Key remarks by the DVC: Learning and Teaching: Prof Rishi Balkaran 3.4. Key remarks from the Guest Speaker: Prof Rozena Maart (UKZN academic) 3.5. Key remarks from the President of Central SRC: Nanga Codana 4.

Transformation seminar series to enhance ‘oneness’ and ‘smartness’ through ‘generation equality’ 4.1. Summary of the Opening Remarks by the Vice Chancellor: Prof Chris Nhlapo 4.2. Summary of the remarks by Prof Driekie Hay-Swemmer: Executive Director: Office of the Vice Chancellor 4.3. Summary of the address by Dr Hazel Gooding: Deputy Country Representative: Un Women 4.4. Summary of the remarks on the role of men in GBV by Mr Sakumzi Ntayiya: Director: Gender-Based Violence: Centre for Communication Impact (CCI) 4.5. Summary of the remarks on mainstreaming gender-responsive budgeting in universities: Ms Imelda Douf: Centre for Family Studies 4.6. Response remarks by Dr David Phaho: DVC: Research, Technology, Innovation and Partnership (RTIP) 5.

Transformation seminar series to understand the transformation dynamics facing students in higher education 5.1. Summary of the main address by Prof Paul Green: Chairperson: Institutional Transformation Forum (ITF) 5.2. Remarks by the Guest Speaker: Prof Rozena Maart: UKZN academic 5. 3. Response by Mr Siya Sabata: Curriculum Transformation: Fundani CHED

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SECTION 4: TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

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FOCUS AREA 1: SMART CTS ENVIRONMENT AND CTS WORKFORCE 1. 1. Faculty of Business and Management Sciences (FBMS) 1.1.1. Introduction and implications for digital transformation 1.1.2. Digital transformation and implications for students 1.1.3. Digital transformation and implications for staff 1.2. Faculty of Informatics and Design (FID) 1.2.1. Digital transformation and implications for students 1.2.2. Digital transformation and implications for staff 1.3. Faculty of Education 1.3.1. Digital transformation and implications for students and staff 1.4. Faculty of Engineering and the Built Environment (FEBE) 1.4.1. Digital transformation and implications for students and staff 1.5. Faculty of Applied Sciences 1.5.1. Digital transformation and implications for students and staff 1.6. Division of Student Affairs (DSA) 1.6.1. Digital transformation and implications for students with disabilities 1.6.2. Digital transformation and implications for students and staff 1.7. Fundani Centre for Higher Education 1.7.1. Digital transformation and implications for students and staff 1.8. Community Engagement and Work Integrated Learning (CE & WIL) 1.8.1. Digital transformation initiatives 1.9. Marketing and Communications Department (MCD) 1.9.1. Digital transformation through CPUT Smart Graduation 1.9.2. SMART Graduation social media statistics CPUT Facebook Page 1.9.3. Op performing post 1.9.4. Twitter

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FOCUS AREA 2: SMART TEACHING AND LEARNING AND TEACHING AND LEARNING ENVIRONMENT 2.1. Faculty of Business and Management Sciences (FBMS) 2.1.1. Teaching and learning strategies 2.1.2. Curriculum renewal, 21st century skills and graduate attributes 2.1.3. Curriculum transformation and renewal 2.1.4. Diverse teaching pedagogy through digital transformation 2.1.5. Revision of individual subject guides to enhance transformation 2.1.6. Integration of disability in the pedagogy of Accounting Sciences 2.1.7. Integration of citizenship and social responsiveness in the curriculum to enhance smart learning 2.1.8. Orientation and student support 2.1.9. Transformative teaching and learning that mainstreams diversity, inclusivity, social cohesion,

HIV/Aids and gender-based violence 2.1.10. Adaptive learning platform 2.1.11. Service Learning and Work Integrated Learning 2.2. Faculty of Informatics and Design (FID) 2.2.1. Integration of multilingualism in teaching and learning 2.2.2. Integration of social justice in the scholarship of teaching 2.2.3. Ubuntugogy as a curriculum praxis for epistemic justice 2.2.4. Service-learning 2.3. Faculty of Engineering & the Built Environment (FEBE) 2.3.1. Transformative pedagogies and contextualising the teaching environment 2.3.2. Integration of the language policy and multilingualism 2.3.3. Curriculum transformation 2.3.4. Multimodal learning advocated and encouraged 2.4. Faculty of Applied Sciences 2.4.1. Integration of social justice across teaching and learning 2.4.2. Digital transformation in the scholarship of teaching 2.4.3. Integration of multilingualism in teaching and learning 2.5. Faculty of Education 2.5.1. Transformative pedagogies 2.5.2. Survey to identify challenges encountered by students during distance teaching & learning 2.6. Faculty of Health and Wellness Sciences (FHWS) 2.6.1. Multilingualism in teaching and learning 2.6.2. Service-learning 2.6.3. Integration of GBV, diversity and inclusivity in teaching, learning and curriculum 2.6.4. Digital transformation in teaching and learning 2.7. Division of Student Affairs (DSA) 2.7.1. Integration of student counselling, HIV/AIDS, disability and leadership in the scholarship of teaching and learning.

2.7.2. Support for students with disabilities and other students in general 2.8. Fundani Centre for Higher Education 2.8.1. Initiatives to support student learning 2.8.2. Critical academic interventions and initiatives 2.8.3. Writing workshop to enhance transformative pedagogy 2.8.4. Development of Izimvo APP 2.9. Library Services 2.9.1. Translation of the Dewey Decimal Classification (DDC) system and Information literacy 2.10. Advancement Department 2.10.1. Financial inclusion to support learning 2.10.2. Debt relief to assist students in need 2.10.3. Financial support inclusion to assist Missing Middle students 2.11. Community Engagement and Work Integrated Learning (CE & WIL) 2.11.1. Work readiness programme

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CONTENTS FOCUS AREA 3: SMART RTIP THAT IS RELEVANT AND EXCELLENT IN ITS KNOWLEDGE PRODUCTION 3.1. Faculty of Business and Management Sciences (FBMS) 3.1.1. Disability inclusivity research (SDG 4) 3.1.2. Graduate employment and success (SDG 8) 3.1.3. Research methodology to analyse gender-based violence (GBV) (SDG 5) 3.1.4. Research on the impact of COVID-19 on the hospitality sector (SDG 3) 3.1.5. Research on young women in entrepreneurship (SDG 5 & 8) 3.1.6. Research on local economic development and digital transformation (SDG 1, 2, 10 & 17) 3.1.7. Township economy, barriers to skills development and mobiwynne (SDG 1, 2, 10 & 17) 3.1.8. Family Ecology and Consumer Science newsletter 3.1.9. Publications that demonstrate transformation/ diversity-themed research in the Faculty 3.1.10. Agenda 2063 or Africa-focussed research 3.1.11. Postgraduate qualifications (access to education and NDP) 3.2. Faculty of Applied Sciences 3.2.1. Research initiatives on multilingual teaching practises and decolonisation (SDG 4) 3.2.2. Research on Food security and CPUT Food Security (SDG 1, 2 & 5) 3.3. Faculty of Engineering and the Built Environment (FEBE) 3.3.1. Research clusters and research initiatives 3.4. Faculty of Informatics and Design (FID) 3.4.1. Participation in transformative conferences 3.4.2. Research initiatives in the faculty 3.4.3. Publications that demonstrate transformation/diversity-themed research in the Faculty 3.5. Faculty of Applied Sciences 3.5.1. Community-based research (SDG 1, 2, 4 & 5) 3.5.2. Food technology research initiatives (SDG 1, 2, 4 & 12) 3.5.3. Masters and doctoral support 3.6. Faculty of Health and Wellness Sciences (FHWS) 3.6.1. Teaching and learning research project 3.6.2. Diversity integration in Health Science Education research (SDG 3 & 4) 3.7.1. BUSSE survey 3.7.2. Publications that demonstrate transformation/diversity-themed research in the Faculty 3.7. Fundani Centre For Higher Education 3.7.1. BUSSE survey 3.7.2. Publications that demonstrate transformation/diversity-themed research in the Faculty 3.8. Centre for Innovative Educational Technology (CIET) 3.8.1. Publications that demonstrate transformation/diversity-themed research in the Faculty 3.9. Advancement Department 3.9.1. Financial inclusion to enhance research in Master’s and Doctoral programmes 3.9.2. Vice-Chancellors Prestigious Achievers Award

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FOCUS AREA 4: SMART HUMAN CAPITAL AND TALENT – STAFF DEVELOPMENT, SAFE AND INCLUSIVE WORK ENVIRONMENT 4.1. Faculty of Business and Management Sciences (FBMS) 4.1.1. Faculty Transformation and Social Cohesion Forum 4.1.2. Faculty Employment Equity Forum 4.1.3. Performance Analysis 4.1.4. Training and skills development 4.1.5. Studies by academic and administration and support staff 4.1.6. Staff that attended various webinars and training 4.1.7. Participation in internal and external webinars on transformation topics 4.2. Faculty of Informatics and Design (FID) 4.1.2. Faculty Transformation Forum 4.2.2. Employment equity

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4.2.3. Training and development 4.2.4. Khula-Masters mentoring project 4.2.5. Transformation related faculty webinars

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4.3. Faculty of Applied Sciences 4.3.1. Faculty Transformation Forum 4.3.2. Employment equity 4.3.3. Training and development 4.4. Faculty of Engineering & the Built Environment (FEBE) 4.4.1. Faculty Transformation Working Group (TWG) 4.4.2. Employment equity initiatives 4.4.3. Staff development and training 4.5. Faculty of Education 4.5.1. Faculty Transformation Forum 4.5.2. Training and Development 4.6. Faculty of Health and Wellness Sciences (FHWS) 4.6.1. Faculty Transformation Forum 4.6.2. Employment equity 4.6.3. Development and training 4.7. Fundani Centre for Higher Education 4.7.1. Training and development 4.7.2. Employment equity 4.8. Division of Student Affairs (DSA) 4.8.1. Training and Development 4.9. Community Engagement and Work Integrated Learning (CE &WIL) 4.9.1. Training and development 4.10. Advancement Department 4.10.1. Training and development 4.10.2. SAP digital transformation 4.11. Marketing and Communication Department(MCD) 4.11.1. Awareness and capacity building on vaccination

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FOCUS AREA 5: SMART INTERNATIONALISATION 5.1. Faculty of Business and Management Sciences (FBMS) 5.1.1. Internationalisation of student initiatives 5.1.2. Internationalisation of staff initiatives 5.1.3. Faculty transformative programmes and webinars 5.1.4. Faculty resource mobilisation initiative to enhance economic inclusion 5.2. Faculty of Engineering & the Built Environment (FEBE) 5.2.1. Faculty resource mobilisation initiative to enhance economic inclusion 5.3. Faculty of Informatics and Design (FID) 5.3.1. International relationships and engagements 5.3.2. Students and international engagements 5.3.3. International guest lecturing 5.4. Faculty of Applied Sciences 5.4.1. International relationships and engagements 5.5. Faculty of Health and Wellness Sciences (FHWS) 5.5.1. International engagements 5.6. Fundani Centre for Higher Education 5.6.1. International support and agreement 5.7. Community Engagement and Work Integrated Learning (CE & WIL) 5.7.1. International CE and WIL membership

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CONTENTS FOCUS AREA 6: SMART ENGAGEMENT AND STRONG LINKS WITH QUINTUPLE HELIX PARTNERS 6.1. Faculty of Business and Management Sciences (FBMS) 6.1.1. Partnership initiatives to enhance knowledge and skills 6.1.2. Community Engagement and Service-Learning initiatives in the faculty 6.2. Faculty of Applied Sciences 6.2.1. Partnership to enhance preparedness for the future and employability 6.2.2. Partnership with international community to enhance food security and employability 6.3. Faculty of Engineering & the Built Environment (FEBE) 6.3.1. Partnership with professional bodies and international community for academic excellence

and sharing of experiences and best practices 6.4. Faculty of Informatics and Design (FID) 6.4.1. Partnership to enhance the curriculum, digital transformation and community engagement 6.5. Faculty of Health and Wellness Sciences (FHWS) 6.5.1. Partnership to enhance internationalisation, exchange programmes and employability 6.6. Faculty of Education 6.6.1. Partnership initiatives 6.7. Division of Student Affairs (DSA) 6.7.1. Partnership initiatives to enhance referrals, sharing of knowledge and awareness raising 6.8. Fundani Centre for Higher Education 6.8.1. Partnership initiatives 6.9. Community Engagement and Work Integrated Learning (CE & WIL) 6.9.1. Partnership initiatives 6.10. Advancement Department 6.10.1. Partnership initiatives 6.10.2. COVID response with partner organisations 6.11. Marketing and Communication Department (MCD) 6.11.1. Smart student recruitment to enhance diversity and inclusivity

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FOCUS AREA 7: SMART STUDENT ENGAGEMENT AND LEARNING EXPERIENCES 7.1. Faculty of Business and Management Sciences (FBMS) 7.1.1. First-yeareExperience and CPUT 101 initiatives 7.1.2. Orientation programme to enhance social life, diversity and inclusivity 7.1.3. Student engagement to enhance participation, inclusivity and employability 7.1.4. Engagement to address food insecurity, inclusivity, diversity 7.1.5. Service-learning initiatives 7.1.6. Initiatives dealing with students’ mental health and technological challenges 7.2. Faculty of Informatics and Design (FID) 7.2.1. Orientation to enhance student engagement 7.2.2. Student participation initiatives 7.3. Faculty of Engineering & the Built Environment (FEBE) 7.3.1. Orientation to enhance student engagement 7.4. Faculty of Applied Sciences 7.4.1. Student engagement initiatives 7.4.2. Digital stories to enhance communication and positive learning experiences 7.5. Faculty of Education 7.5.1. Initiatives to enhance student engagement 7.6. Faculty of Health and Wellness Sciences (FHWS) 7.6.1. Orientation initiative to enhance student engagement 7.6.2. Multilingualism to enhance diversity and inclusivity 7.7. Division of Student Affairs (DSA) 7.7.1. Student engagement initiatives 7.7.2. Other student engagements initiatives to enhance participation

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7.7.3. Access to education initiatives to enhance student participation 7.7.4. Other student engagement initiatives 7.7.5. Other student intervention to enhance engagement 7.8. District Six Local SRC 7.8.1. Student leadership engagement initiatives: 4IR, GBV, racial stereotypes, homophobia and xenophobia 7.9. Fundani Centre for Higher Education 7.9.1. Student engagement initiatives 7.10. Community Engagement and Work Integrated Learning (CE & WIL) 7.11. Advancement Department 7.11.1. STEM community engagement programme 7.11.2. Adopt a Medic project 7.11.3. Digital literacy community engagement 7.11.4. Work Readiness Programme 7.11.5. Graduate Employability Survey 2021 7.12. Marketing and Communication Department (MCD) 7.12.1. Call centre to enhance student engagement and support 7.12.2. Digital graduation to enhance student participation 7.12.3. School liaison to enhance student engagement

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SECTION 5: SUMMARY OF KEY ACHIEVEMENTS IN 2021 5.1. Vice Chancellor’s transformation seminar series for staff and students 5.2. Institutional Gender-Based Violence (GBV) Committee 5.3. Institutional Gender-Based Violence (GBV) training roll out plan 5.4. Gender equality through the engagement of men fighting GBV on campus

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SECTION 6: SUMMARY OF KEY PRIORITIES FOR 2022 6.1. Enabling framework for dealing with GBV 6.2. Strategy for responding to the institutional survey on diversity and inclusivity 6.3. Vice Chancellor’s Think-Tank on gender equality and women empowerment

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SECTION 7: MANAGEMENT STRUCTURES FOR REPORTING AND ACCOUNTABILITY AT CPUT 7.1. Institutional and Faculty management structures supporting the implementation of transformation 7.1.1. At Institutional level 7.1.2. At Faculty level

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ACRONYMS

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SECTION 8: COORDINATION AND ACCOUNTABILITY THROUGH THE LIST OF INSTITUTIONAL TRANSFORMATION FORUM (ITF) MEMBERS

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Section

STRATEGIC OVERVIEW Transformation is one of the cross-cutting pillars of CPUT’s One Smart Vision 2030 Strategy. It is also anchored two strategic dimensions: ONENESS focuses on CPUT’s human-centricity through its smart people and the entire smart CPUT community that value and embrace unity, diversity, inclusivity and social change. This helps CPUT to value co-thinking, co-learning, co-creating, design, and healthy and open dialogue in a unified and cohesive manner.

SMARTNESS focuses on technological developments and innovations as considered by the current and future industrial revolutions. This supports the notion that CPUT, as a university of technology, embraces technology in the broadest and most positive sense to advance a better humanity, better socioeconomic circumstances, better health conditions, better

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education, safety, food security and general living conditions in CPUT’s region, in South Africa, Africa and globally (CPUT’s One Smart Vision 2030 Strategy).

This report is a consolidation of quarterly reports from faculties, units, departments, divisions, centres and institutional structures.

Transformation reporting is integrated into the Seven Focus Areas of the One Smart CPUT Vision 2030 Strategy: 3 Smart CTS environment and CTS workforce 3 Smart teaching and learning environments 3 Smart RTIP that is relevant and has impact 3 Smart human capital and talent 3 Smart internalisation 3 Smart engagement and strong links with quintuple helix partners 3 Smart student engagement and learning experiences

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STRAT ACCOUNTABILITY AND COORDINATION MECHANISMS FOR INSTITUTIONAL TRANSFORMATION 2.1.

Overall transformation accountability and coordination

The Institutional Transformation Forum (ITF) is the Management Committee chaired by Prof Paul Green (ITF Chairperson) and ManCom member. The ITF Chairperson is supported by Ms Nonkosi Tyolwana (Director) and Ms Valmarie Cornelius (Secretariat and coordination).

Cape Peninsula University of Technology

2.2.

Coordination in faculties, departments, divisions, units and structures A representation at ITF level is on page 10.

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SECTION 2

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KEY HIGHLIGHTS OF THE VICE-CHANCELLOR’S TRANSFORMATION SERIES 3.1.

Transformation seminar series to unpack transformation

Rethinking and repositioning transformation within the Cape Peninsula University of Technology (CPUT)’s One Smart Vision 2030 Strategy The VC’s Transformation seminar series was launched on 5 August 2021 as the first in a series of virtual seminars seeking to create a space for engagement and critical thinking on

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the topic of transformation to promote a student-centred environment at CPUT. The objectives of the transformation series were as follows: • To integrate the Transformation Barometer of Higher Education to the CPUT One Smart Vision 2030 Strategy; • To mainstream transformation in teaching, learning, curriculum, research, innovation and community engagement to enhance a transformative student-centred environment;

Cape Peninsula University of Technology

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To share lessons, practices and research agendas on transformation-related themes; To rethink and redesign education processes to meet the diverse needs of students and staff within the rapidly changing world of technology and social justice; and To reshape institutional cultures to find solutions to complex problems facing our local communities, our country (NDP), our continent (Agenda 2063) and our world (Agenda 2030/Sustainable Development Goals [SDGs]).

3.2.

Key remarks by the Vice-Chancellor: Prof Chris Nhlapo

nature of the transformation challenge we face also requires that CPUT, as an institution which cannot be divorced from the society in which it is embedded, adopts a multi-stakeholder approach.

For CPUT as a university of technology, the issue of transformation should be in the context of the development of the higher education sector since the introduction of democracy in 1994, as well as in relation to the establishment of a national system of innovation. The post-school sector has shifted from a racialised and fragmented framework to a more integrated one featuring 26 public universities categorised as either traditional, comprehensive, or, like CPUT, as universities of technology.

Although the pursuit of an integrated South African system to promote innovation has stalled over the past 30 years relative to the advances in other countries with comparable economies, such as India and Brazil, the national higher education system in general is mature and quite developed. In this context, CPUT must attend not only to its internal dynamics, but also to its larger role in the post-school education and training (PSET) system. Furthermore, as an African university, CPUT must not only pursue knowledge for its own sake but also for the amelioration of the conditions of the lives of ordinary men and women. In this regard, it must be fully committed to participating in the nation’s social transformation, economic modernisation and upskilling.

Accordingly, transformation at CPUT should help the university to be an anchor institution in society; enhance its contribution to the PSET sector in terms of original and applied research; and align its goals more closely with those established at the national level for higher education. In this regard, the institution’s demographics indicate that significant progress has already been made. There are more women than men at CPUT; and there are four female deans to two male deans. However, much remains to be done in relation to efficiency, good governance and Africanisation at the institution. Greater efforts should be made to decolonise the curricula and address epistemic violence; promote equitable success; improve facilities; create more equitable representation among the academic staff; and enhance social inclusion across the institution.

Transformation as a form of social change is a complex process entailing the interaction of numerous factors along a desired trajectory. To foster transformation effectively, a heuristic and critical framework must be developed which recognises the multidimensional, interconnected and interrelated nature of the kind of change being sought. The complexity and widespread

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CPUT must act for greater transformation even as this entails embracing uncertainty. Only in this way can it take control of its future and become the leading technological education body in Africa, as well as an anchor institution which contributes to local economic development and the national system of innovation.

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SECTION 3

3.3.

Key remarks by the DVC: Learning and Teaching: Prof Rishi Balkaran

access, particularly in relation to digital education. In striving for teaching and learning that resonates with student experiences, CPUT is working to forge a more inclusive language policy, working within faculties on the ground floor to this end.

It has further launched a curriculum renewal project through which it is developing new qualifications. The aim is to decolonise curriculum in line with the kind of university CPUT is seeking to become and the kind of graduate attributes it would like to instil.

The institution is attending to the so-called “second curriculum”, that is, the surroundings, the places outside the classroom such as social spaces and libraries where learning also happens.

Another key focus for the institution is the provision of student support services and educational programmes that foster employability and entrepreneurship, producing graduates who contribute to the economy. The approach is to develop engagement among students, industry and staff, encouraging them to collaborate as a collective. The university is also seeking to foster a more inclusive intake. For example, it has launched a programme in support of the teaching of science, technology, engineering and mathematics (STEM) to pupils in neighbouring schools.

3.4.

Key remarks from the Guest Speaker: Prof Rozena Maart (UKZN academic)

In the teaching and learning space, student-centredness entails shifting the balance of power from supervisors and lecturers to students in terms of resources, information, egos and the pedagogy itself. Diversity and inclusivity are fundamental principles that should shape the politics of learning.

Much was learnt by the institution in this regard under the COVID-19 pandemic as it prioritised saving lives and exhorted staff to “leave no student behind”. Although the slogan became something of a cliché during this period, efforts to realise it led to a deeper understanding of who the students are and their backgrounds. In seeking to provide education digitally to everyone, the university grappled not only with the issue of inequitable access to technology and connectivity due to economic circumstances and a lack of proper infrastructure in some student neighbourhoods – but also the issue of student living environments which were not conducive to learning due to overcrowding and threats of violence.

These material realities, quite evident during the pandemic, were increasingly considered by supervisors and lecturers in their pedagogic practices as they sought to ensure that learning took place. Recognition of these realities also produced a new view of how technologies may be implemented to ensure equitable

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SECTION 3

In seeking to shift the geography of reason for students, it is crucial that they come to know African thinkers. They will be better equipped to be producers of knowledge if CPUT lecturers have considered the buried history of South Africa and seek to share this understanding with them – an intellectual history that may be found in the thinking of Steve Biko, Anton Lembede and Charlotte Maxeke, and the pan-Africanist political philosophers who inspired them, including WEB Du Bois1 and Frantz Fanon.

Similarly, in the present debate on decolonisation, it is important that we ask ourselves why we are engaging in this process, or in other words, from what and from whom are we seeking to decolonise ourselves. Questions must also be asked about the nature of the process, that is, how the decolonisation efforts are being undertaken. In whose language? And framed by whose culture? Such questioning is crucial, given that, to date, decolonisation efforts have failed to remove the coloniser.

We need to think about how we think. How are we making meaning of the world? As we reposition ourselves, what are we repositioning from? What does repositioning mean?

Transformation has and will always be an aspiration, particularly for those who have committed themselves to changing their universities through changing the ways that they teach and the ways that students learn. In looking at transformation in the tertiary sector, it is important to consider the components of education and how these should be reshaped so that better thinkers are produced.

longer be able to denounce thinking by students with which they disagree. Indeed, their power as gatekeepers, which is founded on an exclusionary historical model for education, would be eroded. Instead of being criticised by lecturers for engaging in “unfeasible” forms of analysis, students would be invited to undertake their intellectual and educational journeys in the context of their own identities, cultures and histories.

Adopting a critical thinking approach, the university would have to be radical in its implementation of its One Smart Vision 2030 strategy. For example, critical pedagogy demands that the buried history of South African scholars who are not generally taught must inform the curriculum. African thoughts and ideas can only be cultivated if the ground for the creation of such knowledge is prepared. However, a better future for higher education can be achieved if we provide the right spaces and materials and if we put our minds together and ask ourselves critical questions about our history and our present – recognising that to create a better future, we cannot forget our history.

3.5.

Key remarks from the President of Central SRC: Nanga Codana

In this regard, CPUT should create an educational setting that actively fosters the values that it espouses: unity, restoration and technological progress. The aim should not be merely to equip students with a degree certificate, but rather to offer genuine education. This must entail recognising that students should learn their own history. To this end, the university should seek to establish an archive where students can go and take out a box, file or row of articles written by key African thinkers such Kenyan environmental and feminist activist Wangari Maathai or Ugandan political scientist Mahmood Mamdani. Such thinkers should not only be invoked as the heroes of student protests, but they should also be studied and their thoughts extracted as the basis for the further development and expansion of African knowledge.

In a sense, the task for CPUT is to move beyond seeing itself only as a university of technology and instead to expand the thinking of its students more broadly, while retaining a focus on technological development. If higher education is framed in this way, the power struggles over the mission of higher education which have divided universities in South Africa may be resolved.

In addition, the existing gatekeepers of the curriculum would no

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Du Bois is known for his work on double consciousness, that is, how the black man sees himself and how he sees himself being seen.

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SECTION 3

All higher education stakeholders – managers, Council members, private-sector interests, the government, the staff and students – have a role to play in transformation. The #RhodesMustFall and #FeesMustFall movements indicated the extent of the student drive to change the status quo, which will continue.

Now, a measured approach to transformation is required at CPUT based on a comprehensive review of the university’s policy documents, which are presented to all students when they arrive at the institution. To this end, a conference should be held to consider the existing policies and whether they speak to transformation and promote Africanism. Issues to be addressed at this conference and as part of the project to transform CPUT should include the following: • A review of the present language policy to promote multilingualism, as language plays a crucial role in shaping national culture, identity and history.

• The development of a new curriculum with content centred on people’s education for people’s power. The aim should be to offer an African-centred and Africanrelevant education.

• A review of efforts to foster greater inclusion for disadvantaged groups at the institution and to ensure the production and promotion of African-conscious graduates. The current ageing reactionary generation of academics must be replaced.

• Serious consideration of student calls for free education.

Education enables social justice and economic empowerment. If the system perpetuates the idea that only those with money can access higher education, while those who are poor are excluded, then it remains fundamentally untransformed.

• A comprehensive survey of all colonial symbols and names at the university with a view to eradicating them.

Both Chinua Achebe in Things Fall Apart and Steve Biko in I Write What I Like expounded the view that the meaningful total liberation of African people can only be achieved by decolonising the mind. In this context, there is a need to revive the black consciousness movement and promulgate knowledge of African history and culture to produce a brighter future. Meanwhile, at the institutional level, decisive leadership is required to dismantle epistemic violence, apartheid culture and western traditions; and to provide a strategic vision and plan for decolonisation in pursuit of black excellence and the university’s Africanisation.

4. Transformation seminar series to enhance ‘oneness’ and ‘smartness’ through ‘Generation Equality’ Gender equality is not only a women’s issue; it is everyone’s issue, a human rights issue.

The webinar on Generation Equality to enhance ‘oneness’ and ‘smartness’ was held on 26 August 2021 as part of the VC’s Transformation Seminar Series. This webinar was the second in a series of virtual meetings which sought to create a space for engagement and critical thinking on various transformation topics to enhance a student-centred CPUT environment. The key objectives of the webinar were as follows: • To discuss partnerships on gender-based violence, gender research and other initiatives; • To unpack stakeholder roles on gender equality and women’s empowerment; and • To encourage gender responsiveness in administration, support and academic programmes for a safe and inclusive student-centred environment.

4.1.

Summary of the Opening Remarks by the Vice-Chancellor: Prof Chris Nhlapo

This webinar was held as CPUT has sought to foster collaboration for its new strategy, CPUT’s One Smart Vision 2030. This strategy has emphasised the importance of fostering an institutional culture of ubunye – that is, the value of ‘oneness’ – while gaining an edge for the university in the era of the Fourth Industrial Revolution (4IR) through the value of ‘smartness’. The new vision is informed by lessons learnt from the previous strategic plan, in particular the need to emphasise the role of people in the discourse on technology.

The virtual meeting considered the values of oneness and smartness in relation to CPUT’s collaboration with the United Nations (UN) in support of the world body’s Generation Equality initiative which aims to accelerate equality, leadership and opportunity for females worldwide in line with UN 2015 Sustainable Development Goal (SDG) 5 on Gender Equality.

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The One Smart Vision 2030 adopted by CPUT cannot be realised if female staff and students are living in fear, afraid to walk back from lecture theatres, libraries and gyms late at night; if the men in the institution remain trapped within a toxic, oppressive paradigm for masculinity; and if gender inequality reigns on the campus.

Gender-based violence is a second pandemic facing the country under COVID-19. It is no social-media concoction but a deadly wave of violence which is claiming lives. It seems as if the brutality escalates each year around the 16 Days of Activism for the No Violence against Women and Children Campaign which starts in November, just as awareness is being raised about the impact of GBV and men are recommitting to treating their female peers as equals.

Against this background, it is crucial that women’s rights, including their right to be free from violence as a human right, are upheld at CPUT without fear or favour. Gender equality must be the norm. Men and women must be able to access opportunities on an equal basis and enjoy equal recognition and rewards for work of equal value. There must be equality in the classroom, boardroom and professoriate. All violence against women and children must be opposed. In the spirit of oneness (ubunye), if staff or students at CPUT remain silent about violence against women, or against anyone on the grounds of sexuality or gender, they are guilty of complicity. This is a vital aspect of the university’s drive to promote members of the institution who are united by shared humanity (ubuntu).

4.2.

Summary of the remarks by Prof Driekie Hay-Swemmer: Executive Director: Office of the Vice Chancellor

Meaningful partnerships are necessary for effective efforts to break the vicious cycle of GBV and to change negative habits and ways of thinking.

The required attitudinal seachange in society cannot be achieved by working in isolation. In this regard, the partnership between CPUT’s Transformation, Diversity and Social Cohesion Unit and UN Women’s South Africa Multi-Country Office has helped the university to develop important projects on gender equality and women’s empowerment, including the transformation of the university and among local communities.

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Building on this collaboration, the university’s vice-chancellor, Professor Chris Nhlapo, was among the first senior figures in South Africa to pledge support for the HeForShe programme which was launched globally by UN Women to engage men in promoting women’s empowerment and an end to GBV. In a further sign of the institution’s commitment, a high-level committee on GBV, chaired by the vice-chancellor, was recently established; and all executive members of the university have undergone training on the issue under the auspices of the Sexual Offences unit of the Western Cape National Prosecuting Authority (NPA).

After Prof Nhlapo signed the HeForShe pledge in 2018, the programme was adopted by several departments, including the Faculty of Business and Management Sciences under Professor Paul Green, who is also the Chair of CPUT’s Institutional Transformation Forum (ITF). The plan now is to roll out the programme across all faculties, units, departments and divisions so that men across the institution are involved. This is crucial to the programme’s success, which depends on men serving as role models for their peers, so that the message can cascade across society. In this regard, it is noteworthy that Tumiso Mfisa, who as the then chairperson of the SRC involved in the programme in 2019, has continued to act as a champion of HeForShe in his role as a postgraduate student in the Business and Management Sciences Faculty and has now joined the Vice-Chancellor’s Office to take the process forward.

In terms of the institution’s community engagement, a crucial function of the university, the Transformation, Diversity and Social Cohesion Unit is finalising a project to promote the voices of women in the Western Cape, collecting and writing up their stories. CPUT believes that, in the words of Afro-American author Maya Angelou, “Each time a woman stands up for herself … she stands up for all women.” In this spirit, it is collaborating with HERS-SA; the Centre for Family Studies; and the GBV programme at the Centre for Communication Impact (CCI), to be smarter in efforts to adopt a student-centred approach to gender-related transformation. The aim is to move beyond merely holding events promoting gender equality and women’s empowerment to mainstreaming gender transformation across all the university’s faculties, departments, units and divisions.

CPUT has made some important strides, but the success of the mission to promote gender equality and women’s empowerment depends on constant awareness-raising; multi-stakeholder engagement; and the continuous provision of both material and moral support.

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4.3.

Summary of address by Dr Hazel Gooding: Deputy Country Representative: UN Women UN Women came into being as an aspect of the collective action among women which emanated from the Fourth World Conference on Women in 1995 and the adoption of the Beijing Declaration and Platform for Action agreed at that meeting.

The UN subsequently faced serious challenges in its efforts to promote women’s equality globally, including inadequate funding and the lack of a single recognised body to direct its activities on gender equality issues.

In 2010, driven by the voices of civil society and women across the world, the UN General Assembly voted to create an entity for gender equality and the empowerment of women, now familiarly known as UN Women. The establishment of this organisation indicated acknowledgement among the member states of the need to accelerate the world body’s work in this area.

At the international, regional and local levels, UN Women employs various key platforms and tools to advocate for gender equality and women’s empowerment, such as the HeForShe programme; women’s empowerment principles commonly known as the WEPs; the Commission on the Status of Women (CSW); and the Unstereotype Alliance. Academia is viewed as a critical partner in championing these platforms and tools, particularly in relation to its capacity to foster student involvement in the world body’s campaigns seeking to promote gender equality.

UN Women continues to prioritise its engagement with academia and universities in the quest for gender equality, recognising that universities have the capacity to undertake deeper research in support of evidence-based policies, legislation and reforms to this end. As part of this engagement, UN Women partnered with CPUT in 2018 through its HeForShe programme. The aim was to find strategic ways in which the conversations within universities and across communities on gender equality and women’s empowerment could be continued and could actually produce accelerated and lasting change.

The HeForShe programme itself is a social movement campaign providing a systematic approach and targeted platform through which men and boys may become agents of change for the achievement of gender equality. According to UN Women, achieving gender equality requires an inclusive approach that both recognises the role that men and boys can play as partners

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for women’s rights and acknowledges how they stand to benefit from gender equality. The underlying philosophy is that gender inequality harms everyone and is thus not just a women’s issue, but an issue for the whole of humanity.

At the time of the campaign launch, the leadership of UN Women emphasised that the campaign was not just about clicking on a website to make an online pledge. Men had to take action; they had to speak out against all forms of discrimination, including sexism; they had to take steps to stop violence against women; they had to refuse to be bystanders; and they had to denounce and reject impunity. Men needed to say “no” to marrying young girls and had to speak out against those who did. Men needed to challenge gender stereotypes; participate equitably in family responsibilities; and be positive role models in their communities and families.

4.4.

Summary of the remarks on the role of men in GBV by Mr Sakumzi Ntayiya: Director: Gender-Based Violence: Centre for Communication Impact (CCI)

The Centre for Communication Impact (CCI) was initiated by Johns Hopkins University in the United States (US), with an approach focusing on men, masculinities and social norms. The strategy is supported by increasing evidence of the connection between restrictive gender norms for men, and sexism and violence. For example, an International Men and Gender Equality Survey (IMAGES), now conducted in about 50 countries, has shown that when men and boys behave and think according to rigid, inequitable gender norms and forms of masculinity, they are more likely to use violence; are less likely to challenge sexism or interrupt violence; and are less supportive of gender-equality interventions.

Experience has shown that the effective engagement of men in gender equality and women’s empowerment depends on the following: • A strong commitment to women’s rights and empowerment: The goals of gender equality and women’s empowerment must be central; • An understanding of the broader context of human rights and social justice: The denial of rights and justice

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•

for women must be understood in the context of other forms of injustice and human rights abuses; The promotion of structural and personal change: The male power that sustains women’s disempowerment and gender inequalities is about more than the actions and attitudes of individual men, it is indicative of a larger system of patriarchy.

In supporting CPUT’s present efforts to promote gender equality and women’s empowerment, it is worth noting the effectiveness of a multi-pronged approach in producing sustainable change.

Although popular one-off events have a role to play, a longerterm view of change also is required. In addition, there must be accountability among the leadership on the success or otherwise of the institution’s gender and social transformation efforts.

In seeking to mainstream gender into university policies, strategies and plans, it is important to allocate sufficient resources for planning and programmes; build strategic partnerships and alliances with key stakeholders; and promote positive role models and mentorship for male students. In addition, a code of good conduct should be established to inculcate a human rights culture and address the knowledge, attitudes and practices of university staff.

4.5.

Summary of remarks on mainstreaming gender-responsive budgeting in universities: Ms Imelda Douf: Centre for Family Studies

Real change can also only occur if the process is supported by adequate resources. If a university is serious about being responsive to gender equality issues, it needs to embed its responses in the institution’s financial cycle – that is, the entire budget. In this regard, support for gender equality must go beyond merely funding particular events or commemorations, such as women’s month in August.

Gender equality is not an event. In seeking to establish genderresponsive budgeting for the university: • There must be a policy commitment and buy-in from senior managers, which has taken place at CPUT. This should entail aligning the policy on gender equality with the budgetary cycle and reporting financially on gender equality issues accordingly.

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•

•

•

•

• •

•

A comprehensive finance strategy must be adopted. The chief financial officer (CFO) must be involved in producing a gender-responsive budget. To this end, the CFO must provide guidelines to all departments, units and projects and build the capacity of the staff involved as required. In this regard, the CFO’s responsibility is to think about how the supply chain works across the university in relation to gender equality – and to develop a budget accordingly.

An appropriate institutional structure should be established in support of the efforts of the CFO and senior managers in implementing gender-responsive budgeting. However, it should be noted that such a body should have a purely advisory role in relation to making the university’s budget more gender responsive and should not become involved in organising events and activities, as often tends to happen. The university’s budget must be linked to the institution’s goals, so that when the university reports on what it has achieved and is yet to achieve, this is linked to budgeting.

There must be an institutional commitment to genderresponsive planning and budgeting among all academic and non-academic staff. Everyone must assess whether their spending is promoting gender equality and take responsibility to ensure that it does. For example, those responsible for seeking tenders for services should consider the gender equality commitments of prospective providers. Students may also be engaged in this process.

Appropriate expertise should be sought. Genderresponsive budgeting is a technical process, so the institution may need to make use of external economic and gender expertise to do it right.

Expenditure tracking systems should be established to determine the levels of expenditure on gender issues throughout the financial cycle.

Appropriate allocation of resources should occur within the budget for processes that can promote gender equality.

There are several areas in which resources can easily be allocated in a gender-responsive way – for example, in issuing tenders to, or hiring services from, women-owned companies. The Rand value of such efforts needs to be measured to gauge the extent to which resource allocation across the university is reducing gender inequality.

The budget cycle process should include gender analysis of exactly how much money has been spent on promoting gender equality and whether the spending has been effective in helping the institution meet its gender-equality targets.

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4.6.

Response remarks by Dr David Phaho: DVC: Research, Technology, Innovation and Partnership (RTIP)

The prevalence and horrific nature of gender-based violence serves as a reminder that South Africa’s democratic dispensation has a long way to go to eradicate male privilege and patriarchy. In this context, the struggle for gender equality is not just the preserve of feminist scholars in air-conditioned offices.

When women and children are being slaughtered at a rate equalled in conflict zones, it produces a broader historic and moral obligation upon the whole society, men and women, to take a stand. “Not in my name” is a universal call. Both gender and racial discrimination should be classified as social pathologies – that is, a set of deviant, regressive behaviours and practices – that progressive democratic societies deem unacceptable.

In free societies where discrimination based on race and gender is outlawed, social ills such as gender-based violence, gross social inequality especially with regard to minorities, and inadequate social safety nets for the most vulnerable, are not that widespread. Furthermore, countries that have embraced gender equity have, in the main, made the greatest social and economic advances since the end of the Second World War. • Looking to Scandinavia for example, four of the countries there – Iceland, Norway, Denmark and Finland – were led by women in August 2021 and a few months later the fifth, Sweden, appointed Magdalena Andersson to the top job, making her the country’s first female prime minister.

The 35-year-old Finnish prime-minister, Sanna Marin, who is leading one of the most successful and progressive countries in history, is the world’s youngest head of state.

It is no accident that these women-led egalitarian societies have a high profile in supporting women’s empowerment and gender rights.

• Meanwhile, in the US in 2021, Janet Yellen became the first woman in 232 years to serve as the country’s Secretary of the Treasury – the latest in a line of secretaries that stretches back to Alexander Hamilton, one of the country’s founding fathers. In terms of academic qualifications and public- and private-sector experience, she is also the most qualified person to have held the top financial position in the world’s most powerful economy.

• In New Zealand, the “shero” is Prime Minister Jacinda

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Ardern who led her nation through the pandemic with the kind of skill that can only come to the fore in moments of great global crisis. International media praised her swift response to the outbreak. The Washington Post described her regular use of interviews, press conferences and social media appearances as a masterclass in crisis communications. (Meanwhile, the presumptive leader of the free world, former president Donald Trump, was issuing insults from the White House.) Unlike her American peer, Arden won a landslide return to office in 2020. Elsewhere, in Europe, Angela Merkel, Germany’s longest serving and most consequential chancellor, continued to rule.

In recognition of the universality of human rights and the economic and social plight of women as unwilling prisoners of patriarchy, CPUT understands its duty to contribute to women’s empowerment through its teaching and learning; its research and innovation; and its non-curricular programmes, such as in the area of leadership development. In particular, the university acknowledges the roles and responsibilities of men in promoting gender equality.

To this end, CPUT has pledged to work with student formations to contribute to the HeForShe think-tank and is seeking to foster a more comprehensive engagement with men and boys, whether at home, work or in the broader society. The importance of men using the resources that they control for the greater good should be noted. Clearly, an attitudinal change is required within traditionally male-dominated leadership circles, whether in the public or private sector, or at universities.

A new generation of progressive leaders must be appointed – and not based on their knowledge of men’s football or their ability to network on the golf course. Skills and competency should be the only yardstick for leadership. To this end, the old arguments about a lack of suitable female candidates no longer hold water, given that the talent pool is becoming increasingly diverse – as is shown by the example of women leaders at the helm of some of the world’s most successful economies.

Universities, as centres of learning and ideas, should lead the way in prioritising leadership excellence which transcends race and gender. The profile of universities across the world shows significant enrolment of women in the past 50 years. The recruitment of university managers and academic leaders should reflect this changing profile. In other words, institutions should promote equity in response to this demographic change and be accountable accordingly. In addition, university leadership should ensure that the funding of academic endeavours, including for bursaries, scholarships and leadership, is distributed equitably to promote equality among women and men; and that reporting to funding bodies in both public and private sectors should account for progress made.

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5. Transformation seminar series to understand the transformation dynamics facing students in higher education Understanding transformation dynamics facing the higher education landscape in South Africa.

A webinar presenting a Transformation lecture: Understanding the transformation dynamics facing the higher education landscape in South Africa was held on 18 October 2021 as part of a Transformation Seminar Series organised by the University.

Convened by the Centre for Diversity, Inclusivity and Social Change at the Cape Peninsula University of Technology (CPUT) with the central and local Student Representative Councils (SRCs), the meeting was the fourth in a series of virtual meetings which sought to create a space for engagement and critical thinking on the topic of transformation to promote a studentcentred environment at the university.

A key goal of the webinar was to seek practical solutions to the transformation challenges faced by the institution, which may also be applied more widely in the higher education sector.

The webinar on student-centred transformation, attended by student leaders, senior academic and management staff from CPUT and scholars and administrators from other South African universities, was held at a crucial moment, as the country prepared for local government elections and the universities were finalising their Student Representative Council (SRC) elections. The webinar was moderated by Mr Tumiso Mfisa from the Centre for Diversity, Inclusivity and Social Change.

5.1.

Summary of the main address

by Prof Paul Green: Chairperson: Institutional Transformation Forum (ITF) SRCs are constitutionally required to be actively involved in the transformation agendas of their universities under the terms for their establishment presented in the Education White Paper 3: A Programme for the Transformation of Higher Education of 1997. In this context, CPUT’s Institutional Transformation Forum (ITF) includes the president, the

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secretary-general and the deputy president of the central SRC of the university, as well as chairpersons of the district SRCs and respective campuses. These student representatives are expected to drive the transformation agenda centrally and locally and also to report quarterly to the forum on their respective transformation initiatives. This reporting creates a record which enables continuity and evaluation of the progress made in relation to these transformation efforts.

The present online meeting also takes place within the context of the broader imperatives for transformation established by the White Paper 3. Transformation affects all aspects of life, learning and research at universities. It provides a picture of a typical student in an educational environment; a typical staff member in administration, support services or academia; and the safe, inclusive learning and working space to which all universities should aspire. In this context, the White Paper 3 outlined the following priorities for transformation in the higher education sector: • Increased and broadened participation to ensure that no one is left behind. The document noted that, to this end, historically determined patterns of fragmentation, inequality and inefficiency needed to be overcome. Under this priority, the goal has been to ensure equal access and success irrespective of race, gender, sexual orientation, class, disability, language, religion, culture, geography and other related identities. Pursuit of this goal has entailed universities generating transformed curricula, pedagogies and modes of delivery to meet students’ educational needs. In addition, universities have been obliged to address all barriers relating to sexism, racism, xenophobia, homophobia and various other isms that can impede access and support.

• Responsiveness to societal interests and needs.

Under this priority, universities should not be ivory towers divorced from addressing local, regional and global needs.

To promote the required responsiveness, the document advocated restructuring the system and institutions to meet the needs of an increasingly technology-based economy; to address South Africa’s triple challenge of inequality, poverty and unemployment; and to deliver transformation-responsive community engagement, pedagogy and research. CPUT’s Vision 2030 places great emphasis on the university’s role as an anchor institution, producing graduates with the appropriate attributes and knowledge to meet local and national developmental needs and participate in a rapidly changing and competitive global context.

• Cooperation and partnerships in governance. This priority entails universities operating in community spaces and reconceptualising relationships among higher education, the state and civil society, and among themselves. The establishment of appropriate governance further requires the production of an enabling institutional culture that is sensitive to and affirms diversity; promotes reconciliation; respects human life; protects the dignity of individuals from racial and sexual harassment; and rejects all forms of abuse and gender-based violence.

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Over the past 25 years, South Africa’s higher education system has engaged in considerable soul-searching about its core purpose, particularly in relation to its responsibility for transformation. In the past few years since 2015, nationwide student protests have erupted at various campuses across the country with varying levels of intensity. Campaigns have been mounted under the hashtags #RhodesMustFall (#RMF), #FeesMustFall (#FMF), #OutsourcingMustFall and #GBVMustFall. In some instances, there have been violent clashes during the protests. Against this background, the mission statement of many universities includes a focus on preparing students for good citizenship, and these institutions generally see themselves as having a civic responsibility beyond preparing students for the world of work.

Meanwhile, a number of assessment reports have been produced in recent years with a view to improving the higher education sector’s performance in meeting transformation goals and the needs of students. A number of summits and hearings have also been held to this end. These have included: • The Report of the Ministerial Committee on Transformation, Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutions of 2008 (otherwise known as the “Soudien Report” after Crain Soudien who chaired the committee which oversaw the research effort). This provided pointers to the transformation status of the higher education system, and some of the problems it still needed to address.

• Stakeholder summits on higher education transformation held in 2010 and 2015 which considered the recommendations of, and responses to, the Soudien Report and which provided an opportunity for some deeper conversations about progress made to date and challenges ahead. These produced signed declarations committing stakeholders to accelerating transformation within the system.

• A 2015 report by the Centre for the Study of Violence and Reconciliation (CSVR) entitled #Hashtag: An Analysis of the #FeesMustFall Movement at South African Universities, which sparked heated debate on the decolonisation of the education system; language, gender and racial inequalities at universities; the prevalence of sexual harassment at higher education institutions; and a mounting funding crisis in the sector.

• A 2016 report produced by the South African Human Rights Commission (SAHRC) on Transformation at Public Universities in South Africa, and a number of public hearings which were held by the SAHRC in relation to this. The report and hearings sparked debate and conversation at universities on difficult, “unsayable” topics that needed to be addressed to promote transformation in higher education.

• A 2018/2019 Report on Gender Transformation in Tertiary Institutions produced by the Commission for Gender Equality (CGE) and hearings convened by the CGE at universities during the process of producing this.

The report and hearings addressed the issue of gender discrimination in recruitment and enrolment in previously male-dominated fields, such as science, technology,

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engineering and mathematics (STEM) subjects; and pointed to high levels of sexual harassment and GBV which were impeding access at universities.

Against the backdrop of these efforts, this transformation lecture seeks to deepen the conversation on such issues and chart a way forward, emphasising outcomes and timeframes for action – which can then be assessed periodically to evaluate commitment and progress in the context of CPUT’s Vision 2030 Strategy. As part of this drive, the incoming SRC should formulate a functional programme of action in partnership with the various faculties, divisions, units and centres at the university.

Transformation is everybody’s responsibility: staff and students need each other to build one smart CPUT that is non-racial, non-sexist and free from all forms of abuse and discrimination.

5.2.

Remarks by the Guest Speaker: Prof Rozena Maart: UKZN academic

It is important to recognise that transformation not only requires but demands a particular way of thinking about how we exist in the world and in South Africa, and what the history of this existence means in the present. Establishing a programme of studentcentred transformation entails looking at how students can enter the discussion and the issue of their agency in relation to their participation in transformation efforts. Such a programme should also raise the consciousness of the students, and not just in terms of the transformation documents and policies that have already been forged, but rather in relation to their actual lives and existential experience.

The transformation of the higher education system needs to reflect the changes that are taking place in our society and to strengthen the values and practices of our new democracy.

The higher education system must be transformed to redress past inequalities, to serve a new social order, to meet pressing national needs and to respond to new realities and opportunities.

Transformation is identified as one of the cross-cutting pillars of the One Smart CPUT Vision 2030 strategy. It is viewed as everybody’s business and is supposed to be integrated into the business of the university, affecting students and staff across the institution’s governance and administration, its policies and procedures, and its curricula, as well as its core functions of teaching, learning, research, innovation and community engagement. The concept as it is presented also references digital transformation as a vehicle for mainstreaming Cape Peninsula University of Technology

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a transformed environment within a human rights and social justice perspective. The document anchors transformation in the context of the One Smart CPUT Vision 2030 strategy, which incorporates ‘oneness’ and ‘smartness’ as key dimensions supporting the smart university concept.

So, the question then becomes: How can a student-centred approach engage with the existing transformation documents to produce the kinds of outcome that these policies envisage?

A provisional answer to this question may emerge through consideration of six aspects of transformation: language; history; interpretation; agency; knowledge and knowledge production; and student-centredness.

•

Language The deployment of appropriate language is crucial to foster transformation. In this context, the term language is not meant to refer to English, or isiXhosa or isiZulu, or one of the other South African languages, but rather a form of language or discourse that uncovers, that reveals, that unmasks the hidden and the forbidden – all those things which people are not encouraged to say but which must be expressed to foster the agency on which authentic transformation depends.

No society exists without its contradictions; no person lives without their contradictions. These need to be recognised to reach the point where the path forward may be identified. Language is crucial in terms of producing a discourse that can dismantle the history of racism which still stands in the way.

•

History Another element that is crucial to implementing transformation and making it possible in terms of CPUT’s Vision 2030 is history. When students raise the issue of the lived legacies of apartheid and colonialism, they are often accused of digging up the past. However, without the past there can be no future; and, more than this, students’ understanding of their world may be constrained without a knowledge of South Africa’s history of thought, ideas and social movements – a history which is not being taught properly.

For example, few students have any knowledge of the work of Charlotte Maxeke, the first black South African woman to acquire a PhD in philosophy while studying under the American Pan-Africanist WEB Du Bois in the United States (US). When I ask students: “Tell me, how many African scholars – from a continent of 54 countries – do you know and whose work you use?” the students generally answer: “Very few”. This is the result of remaining committed to a curriculum that it is believed will connect South African universities globally, but which actually neglects the local.

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Many students know little of the history of their local communities in South Africa. For example, in Cape Town, the history of enslavement, the history of Robben Island, and the history of how the Dutch created an environment for more enslavement and more colonisation by the British and other Europeans are not widely taught.

•

Interpretation There is also the issue of interpretation in relation to transformation in the educational context – and a history of conservative resistance to scholars and thinkers seeking to look at the world through African eyes. In 1998, after his proposed curriculum for African Studies had been rejected as inappropriate by the curriculum planning committee at the University of Cape Town (UCT), Ugandan-born scholar Mahmood Mamdani penned a scathing indictment entitled Is African studies to be turned into a new home for Bantu education at UCT?

Whenever I teach theory courses that include a broad range of ideas and approaches, I am often told by my peers that “This is above the students’ level”, that “You have to recognise that the students are going to have to go and work” or that “Students aren’t particularly interested in these kinds of theories”. In my view, these are just different ways of saying: “Don’t expose students to theoretical frameworks that will encourage them to critique and criticise their lecturers and the professors”. However, if we are seeking to enforce a particular interpretation, such as one informed by the discourse of the coloniser, at the expense of others, we are not allowing for transformation. We are saying that a transformed society can only speak one kind of language – that is, a language of complicity and compliance – and that any interpretation beyond that realm should be discouraged.

So, when I talk about interpretation, I am talking about being aware, as teachers, lecturers and professors, of the importance of sound analysis, which must entail encouraging students to critique and challenge us. No society can move forward in terms of transformation if teaching students to be complicit.

•

Agency Without seeking to underestimate the importance of history, interpretation and critique as factors of authentic transformation, the agenda for transformation can only be realised through agency. Agency entails our ability through our embodied subject identities to use our minds and our bodies, and apply our knowledge, ideas, understanding and capacity for interpretation, to move the country forward. This may be achieved by deploying the knowledge that has been shared in transformation documents, but only if we can also find our place in those transformation documents.

•

Knowledge Another key criterion for transformation is knowledge and knowledge production. No transformation programme can go

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forward without knowledge production. Nevertheless, there are still students who use only European knowledge in their dissertations – which is not to say that European knowledge should be rejected, but rather that a concerted effort must be made to ensure that curricula are African-centred.

Students should understand that over the past 400 years there has been a comprehensive, concerted effort to withhold the knowledge and history of South Africa from the masses and to withhold the history and knowledge of thoughts and ideas produced in other parts of Africa. So, for example, the roles of Africans in the development of mathematics and psychoanalysis have been quite overlooked. When we think about mathematics, do we think about North Africa or Egypt or Nigeria?

Similarly, when we think of the history of psychoanalysis, do we think of Egypt, and of Joseph who interpreted the dreams of Pharoah and so helped save the region which fed from the Nile at that time? Every African society has its own word for the unconscious – and the concept is integral to African societies, not as something to be revealed on the analyst’s couch for a fee, but as an expression of an individual’s relationship to the earth, to water, to the sun, to the moon, to their ancestors, and to a calling that comes. However, this is a history of the unconscious and of psychoanalysis that is generally not told.2 Against this background and in an effort to promote studentcentred outcomes in support of transformation, research centres, including at universities, should explicitly recognise the history of key contributors to knowledge production, thinking and ideas in South Africa, such as Lembede, Maxeke and Sobukwe, whose biographies and intellectual contributions have been neglected.

•

Student-centredness In speaking of the role of students in transformation, it is also important to acknowledge the roles that they have previously played in the country’s transformation as leaders in the history of the liberation struggle.

Contributions made the student leadership have included those of Mandela, Sobukwe and Biko. SASO was formed in the halls of the former University of Natal’s “nonEuropean section” medical school. Student formations in South Africa have always been key to the thoughts, ideas and analyses that have informed contemporary thinking about liberation, freedom and what it means to be black.

Against this background, a student-centred analysis demands that we ask: Who is a student? What are the expectations of a student? How are students to be educated? And with which

knowledge? And what is the expectation for a future South Africa that seeks to move forward in the best interests of our society and in the understanding that we have been shackled, oppressed, exploited and robbed of centuries of agency?

The process must be self-reflexive. It must be one in which we move forward in the knowledge of all of the ways in which the process may be undertaken – always considering the criteria for moving forward and being critical not only of the process but also of the ways in which we are engaging in it.

As part of such a process we need continually to consider: the terms of our discourse and our use of language (why we speak English, how we speak it); our knowledge or lack of knowledge of history, particularly in relation to South Africa; the factors masking our interpretation of the world in which we live; and the terms of our analysis, our critique and our knowledge production, including the intended purpose and recipients of the knowledge being produced and the conditions set by universities for the production of knowledge. In this regard, a key outcome for CPUT’s transformation programme could be this: raising consciousness of the history of the students’ lives and their existential experiences.

5.3.

Response by Mr Siya Sabata: Curriculum Transformation: Fundani CHED

In considering the policies underpinning the present approach to transformation, including the Freedom Charter, the Constitution, White Paper 3 of 1997 and CPUT’s Vision 2030, we see a common thread in that they all seek to present an ideal world while, to a greater or lesser extent, neglecting or negating the historical reality of the oppressed. It has been argued that these policies, which are framed according to a racial, liberal philosophical framework, are constraining people from achieving the very freedoms which these documents idealise but which have not been realised by the masses.

The challenge for students then is to understand their role in engaging with these documents and policies, including CPUT’s

2 It is noteworthy that the pioneer of psychoanalysis in Europe, Sigmund Freud, returned at the end of life to the thinking of Moses, that is, the thinking of Egypt from which he led the Jewish exodus, and came to acknowledge how Egypt and the history of his people led to his own birth and informed his thought.

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Vision 2030, to achieve that which is envisaged under the transformation agenda – a world beyond the present. Several issues have been raised about the kind of world presented to CPUT’s community by its new strategic plan. Is it really an enabling tool or a constraining tool? Are the ‘oneness’ and ‘smartness’ that it promotes little more than concepts in the service of an authoritarian agenda which is seeking to “civilise” the so-called “barbarians” with education so that they accept, rather than resist, the structure and systems of oppression in which the students find themselves?

To ensure that such an agenda is not adopted, the question then becomes: What kind of radicalising education can we provide to enable students to imagine a better, different world beyond the present? In seeking to answer this question, it has been suggested that a new language of description be developed to unmask and reveal the contradictions underpinning the present curriculum, so that a different approach to education and different ways of thinking may emerge.

Key questions must be asked: • How is student engagement with the curriculum being undertaken? Whose voices and whose knowledge are being privileged in this process? How are students engaging with the continuing dominance of Eurocentric knowledge within academia and society?

Such questions, which need to be addressed as part of the transformation process, also require answers to counteract the academic tendency to use theories developed in a completely different historical and socio-economic context to solve problems for which they were not designed – that is, the dual problem of extroversion and alterity identified by South African scholar Archie Mafeje.

Meanwhile, pedagogy at universities is being hampered by an instrumental approach to education, under which the goal is to enable students to pass exams and acquire qualifications as if in a vacuum, away from any engagement in social relations in the context of the communities from which they come. In addition, higher education stands accused of perpetuating master/slave relations and new forms of racialised social structures which mask institutional coloniality in practices and activities.

is the university prepared to actually accept students and allow them to reimagine the world from where they stand, taking pride in who they are and using their own languages?

Consciousness and agency offer two important paths towards a student-centred transformation of the university. Notwithstanding the different political formations to which they belong, students can find common cause in the quest for a just social environment for all at the institution. This quest, which would entail interrogating all social practices, should be based on an understanding of the nature of the struggle required to produce authentic transformation. For example, the struggle should encounter the myth of post-coloniality, that is, the idea that the country has moved beyond the inequalities of the past although we know that various forms and systems of oppression continue to be reproduced.

Similarly, students should understand the possibility of a better world but that this will require them to work towards dismantling the racial contract – that is, the present social contract insofar as this is the product of racism. It has been argued that if we as students and academics are not actively critiquing and engaging with policies such as Vision 2030, if we merely accept them without question as if they were set in stone, we will just be resigning the racial contract and perpetuating colonial inequalities.

Within Vision 2030 there exists the possibility of talking about the agency of students. Rather than merely seeking to train students for work, they may be trained to understand that they need to engage in a relational rather than latent ontological system if they are to contribute towards the knowledge of the world and solve the world’s problems. Vision 2030 promotes the notion that people need to understand how to engage with others who are different from them in a respectful way while also remaining firm in their own understanding of where they come from as social and political beings.

Vision 2030 promotes a human-centred discourse of knowing and technological agency. Rather than presenting the idea of knowledge as if there were only one kind of knowledge that can solve the problems of the world, the strategic plan promotes the notion of the pluriversality of knowledge in an open system, placing the emphasis on technology as a source of tools that people may use as appropriate to solve societal problems.

In this context, the questions become: How are students being prepared to engage with the university to critique and dismantle existing authoritarian relations of power? And to enable the emergence of a student voice so that we can have a university based on ubuntu as an African philosophy of Bantu-speaking people?

Knowledge production is another vital issue. Universities are supposed to produce knowledge. But whose knowledge is actually being produced if we don’t privilege the knowledge of those who have been marginalised in society? The issue of the existentiality – the body and blood, the being of the student – has also been raised, with the question being asked: To what extent

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4

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES FOCUS AREA

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SMART CTS ENVIRONMENT AND CTS WORKFORCE (e.g., digital transformation initiatives that enhance access, success diversity and inclusivity for students and staff)

1.1. Faculty of Business and Management Sciences (FBMS) FACULTY TRANSFORMATION COORDINATOR: MANDIE RICHARDS

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1.1.1. Introduction and implications for digital transformation

•

The COVID-19 pandemic impacted all students and staff, and technological challenges were immense. Although cognizant of the digital divide, there have also been digital strides within the FBMS faculty and the university. The Dean provides regular updates and communication to students and staff to clarify understanding of the various protocols and action plans for the Faculty. The Dean, Professor Paul Green, together with the Assistant Dean for Teaching and Learning, Dr Desireé Scholtz and the Assistant Dean for Research and Innovation, Professor Renitha Rampersad, encourage staff in the Faculty to engage in various innovations as they pertain to learning, teaching, assessment and research, affording staff opportunities to enhance knowledge and skills via online platforms.

• Many staff members received a laptop to replace desktop computers so as to ensure that lecturers and administrators engage successfully with students online.

In addition, dongles and SIM cards were procured and distributed to lecturers and administrative staff. In certain departments, students received memory sticks with student workbooks and subject specific information. The administration staff in all departments and in the Faculty Office have played a key role in assisting students online with the various administrative queries and requests, as face-to-face contact is limited.

• In FBMS, funded students received 890 laptops and

•

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unfunded students received 303 laptops, a total of 1193 laptops to ensure that students could successfully continue the academic year.

Printing packs for subject content material and memory sticks loaded with subject content were delivered to students to uphold the commitment that “no student shall be left behind”.

The academic staff have reskilled, upskilled and empowered themselves with the various technological skills to enhance student experience and link to Vision 2030.

As the digital transformation is applicable to both staff and students, lecturers are busy with Blackboard training sessions and related digital teaching tools.

The benefits of embracing these new digitals represented another example of disruptive technologies at play in society. The SABPP re-accreditation and endorsement programme were completed and reviewed via virtual visits.

An introductory presentation was held.

1.1.2. Digital transformation and implications for students Key issues are as follows: • CIET created videos and manuals for students so that were able to access various platforms. CTS also assisted students with queries and challenges pertaining to data and connectivity.

• All departments have integrated various online learning platforms such as Blackboard Collaborate, MS Teams, Zoom and WhatsApp, as well as including sessions relating to online assignments and assessments.

• In the Business and Information Administration (BIA) department, online sessions are supplemented by recordings of the sessions and video presentations of lecture content.

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The following learner engagement materials were uploaded onto BB so that every student could access material: recordings of online sessions; video presentations; additional support material such YouTube videos; class and homework activities and exercises (including case studies); assignments, assessments and feedback on assessments.

In the Entrepreneurship department, students were introduced to navigating Respondus Lockdown Browser for remote online assessments and assignments. Students were provided with sessions such as how to use Safe Assign, and expansion sessions on how it is used for marking submitted assignments.

In the Real Estate department, lecturers attended webinars on teaching with technology organised by CIET and several other organisations.

First-year students were introduced to the BlackBoard learner management system and navigating Blackboard for the best online learning experience.

The Marketing department worked to stimulate participation in innovative online modalities like Miro.com which allows students to contribute simultaneously to a real-time online canvas, taking the offline learning-focused philosophy online.

During orientation beginning 15 March for the first-year cohort of 2021, students were introduced to the Blackboard learner management system. Videos and tutorials created

by CIET were shared with first-year students by orientation coordinators in the various departments.

Student assistants, mentors, tutors and retention officers have been appointed to assist first-year students, creating groups with first-year students so they learn to navigate on Blackboard. Platforms such as WhatsApp, email and Microsoft Teams are also utilised in these groups.

1.2. Faculty of Informatics and Design (FID) FACULTY TRANSFORMATION COORDINATOR: JANET PURCELL VAN GRAAN 1.2.1. Digital transformation and implications for students

1.1.3. Digital transformation and implications for staff

A number of strategies were implemented in 2020, extending into 2021 and continuing with review and revision for the balance of the year and beyond. The institution has implemented the following: • All students have access to Wi-Fi when on campus and in residences. There are 160 Eduroam hotspots across South Africa, allowing all CPUT students access to the Internet via Eduroam.

• Students have access to zero-rated websites and the zerorated Student VPN Portal solution at no cost to the student.

• Meeting platforms like Zoom and Teams are also zero-rated.

• If the above options are unavailable to a student, CPUT provides that student with data via an application process through the OPA portal.

• Data is allocated in two cycles in the month. All NSFASfunded students may apply for a laptop via their online portal. Blackboard is zero-rated via the student VPN and training is regularly provided to staff and students by CIET. • Applied Design developed online digital guides, shareable via WhatsApp, to support first-year students, as a bridge to LMS. This was prior to release of CPUT guides.

Ongoing support to that student is available with data via an application process.

• Students have access to a computer lab which is always open, and they use multi-model learning from the first year.

•

1.2.2. Digital transformation and implications for staff

• • •

•

•

•

•

At the Cape Town Hotel School (CTHS), academic staff have attended various workshops and webinars to enhance their skills and knowledge. These include teaching and learning workshops by Dr Scholtz and Dr Williams, Grade center for BB, Respondus lockdown browser and monitor webinar. Academics at the CTHS also attended a weekly online training programme from 15 April-6 May. The programme, Creating an Online Journey, aims for an asynchronous learning journey for CPUT students using best practice instructional design.

The programme is to be presented internally to all CTHS staff for the department to embrace this methodology to improve overall teaching and learning practices.

Lecturers continue to attend webinars on teaching with technology organised by CIET and several other organisations such as Blackboard Collaborate and include sessions on content structuring.

All departments in the Faculty continue to upskill for various online digital platforms.

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Wendal Koopman was appointed as Information Systems (IT) Coordinator, with intended improvements across the Faculty, including CRIMS system. COVID-19 has resulted in CPUT having to adapt quickly to the crisis and adopt strategies for smarter, blended approaches to teaching and learning.

These strategies, and others, will assist in realising our Smart Vision Strategy: • Ongoing access to learning, development and training for staff in use of LMS via training from CTS staff.

• VPN and training are regularly provided to staff and students by CIET through workshops and seminars that assist staff in blended learning approaches, teaching with technology and other supportive techniques.

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1.3. Faculty of Education

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FACULTY TRANSFORMATION COORDINATOR: DR MUMSIE KUZWAYO

•

1.3.1. Digital transformation and implications for students and staff • • • •

The majority of first-year students have online access using blackboard, Zoom and Microsoft Teams.

Assessments are conducted through various platforms to accommodate all students.

New staff members are given routers/dongles and data to conduct virtual classes Blackboard WhatsApp and email are used regularly as modes of accessing information related to teaching, learning and assessment.

1.4. Faculty of Engineering & the Built Environment (FEBE) TRANSFORMATION COORDINATOR: AYESHA REINERS 1.4.1. Digital transformation and implications for students and staff • •

An online database called Access Engineering was evaluated as an online resource as part of the multimodal delivery resources.

Staff training on systems MIS/HEMIS was held 27 Aug 2021.

1.5. Faculty of Applied Sciences FACULTY TRANSFORMATION COORDINATOR: PROF KARABO SHALE

1.6. Division of Student Affairs (DSA) DSA TRANSFORMATION COORDINATOR: DR AMANDA ISMAIL 1.6.1. Digital transformation and implications for students with disabilities The Disability Unit (DU) has a Lab and Resource Centre with software and assistive devices to ensure that students with disabilities are included in digital transformation initiatives. This software and assistive devices available at the DU include the following: • large screen computer monitors for students with visual impairments; • scanners for students to scan their work and save in a document or audio format; • magnifiers for students with visual impairment; • Braille embosser for students with eye impairments to convert documents into Braille format; • special large font keyboards for students with visual impairment (in yellow and black, or black and white keyboards ensuring high contrast); • digital recorders for students with physical challenges to enable them to record lectures.

1.6.2. Digital transformation and implications for students and staff •

1.5.1. Digital transformation and implications for students and staff All students have online access using blackboard, Zoom and Microsoft Teams. Assessments are conducted through various platforms. Laptops and Wi-Fi dongles were provided to all staff members.

• In the Agriculture department, students and staff are active on BB, using collaborate and Teams to enhance group interaction.

• F2F sessions were introduced, especially for first-year students, to accommodate practical sessions in blocks for each subject with a practical component.

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WhatsApp groups are still active and lecture recordings are still uploaded on BB and, depending on size, to WhatsApp groups.

Practical videos recorded by CS practical staff during 2020 were used again in 2021, in addition to the practical classes that were presented.

• •

•

The Department of Student Affairs values digital transformation initiatives that enhance access, success, diversity and inclusivity. The DU alerted the application and registration centre regarding a potential flaw on the digital application system that does not reflect the disability status of prospective students.

The Residence department has initiated the computer lab project at City Edge to enhance access, success, diversity and inclusivity for students.

Student Counselling is providing career assessment services to prospective and current students through online assessment platforms. Counselling requests and general enquiries are submitted electronically.

The HIV/Aids Unit has introduced a system for students to send WhatsApp messages via the HIV Unit Facebook page. The Unit then responds accordingly. All relevant information is shared on social media as well.

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1.7. Fundani Centre for Higher Education FUNDANI TRANSFORMATION COORDINATOR: DR NOSISANA MKONTO 1.7.1. Digital transformation and implications for students and staff •

Digital transformation initiatives included the following: 3 online booking system 3 online application process 3 SharePoint site created 3 RPL online application available 3 RPL course available online 3 FYE video available on YouTube

1.8. Community Engagement and Work Integrated Learning (CE & WIL) CE & WIL TRANSFORMATION COORDINATOR: JACQUELINE NORMA SCHEEPERS 1.8.1. Digital transformation initiatives The use of technology was identified as an important initiative to move CPUT’s Community Engagement (CE) and Work Integrated Learning (WIL) towards excellence.

• An institutional task team was formed to develop a central data management system to effectively enhance communication and interaction of CPUT with external stakeholders (industry, community, government departments) for the provision of work placements and project-based learning to students.

• CPUT’s Community Engagement (CE) and Work Integrated Learning (WIL) strives for excellence in the use of ICT. The institutional task team continues to explore an ideal central data management system to improve the communication between CE and WIL partners for CE and WIL placements and projects.

data collection and display technologies. These ceremonies allowed CPUT to present a more personal graduation, rather than a blanket conferral of qualifications. A data collection portal was established for students to submit personal messages, dedications and photos. This data was then compiled into over 7,000 personal slides which were displayed when graduate names were read out by Faculty Deans. These ceremonies were recorded and placed on YouTube, and a SMART Grad website was created to link to these videos, graduation programmes and downloadable personal slides. The various SMART Graduation YouTube Statistics are as follows: • Ceremonies had a total of 43,542 views • 3,493 hours of video were watched by users • 384,083 impressions • 624 shares from YouTube • 34.9% watched via the Smart Graduation page • 24.3% watched by YouTube search • 76.5% watched via mobile phone • 19.7% watched via computer • The SMART Virtual photo booth was used 4,700 times • Coordination of SMART Graduation content from Communications Officers: Publication of two stories a day for seven days relating to SMART Graduation.

1.9.2. SMART Graduation social media statistics CPUT Facebook page • • • •

Overall page reach: 408,439 (302% increase) Informative Smart Grad post reach: 38,967 Page views: 76,293 Post engagement: 64,568 (323% increase)

1.9.3. Op performing post • • • •

Total reach: 249,500 Total likes/reactions: 11,900 Comments: 1,100 Shares: 731

1.9.4. Twitter

1.9. Marketing and Communications Department (MCD) MCD TRANSFORMATION COORDINATOR: MARCIA MARAIS 1.9.1. Digital transformation through CPUT Smart Graduation

• • • • • •

Tweet impressions: 40,900 (74% increase) Profile visits: 4,537 (27% increase) Likes: 185 Shares: 51 Link clicks: 336 These numbers show the impact of our content on our social channels and give insight into what produces the most engagement and reach.

The Autumn Graduation series was converted into a series of SMART Graduations which featured the use of personalised

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FOCUS AREA

2

SMART TEACHING AND LEARNING AND TEACHING AND LEARNING ENVIRONMENT (e.g., initiatives related to digital transformative pedagogies and social responsiveness [e.g., race, gender, sexual orientation, GBV, multilingualism, disability, HIV/AIDS, social cohesion, equity, equality, diversity, inclusivity, decolonisation, Africanisation, social justice] to enhance the scholarship of teaching and learning including curriculum and community engagement, inclusivity in enrolment, STEM [Science, Technology, Engineering, Mathematics] and modules in Diversity, Africa, Gender and Technology.)

2.1. Faculty of Business and Management Sciences (FBMS) 2.1.1. Teaching and learning strategies •

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•

•

•

Teaching and learning shifted from face-to-face (FTF) lectures to remote delivery using various online platforms and applications such as the Blackboard Learner Management system, video recording, YouTube channels and discussion groups via WhatsApp. Different applications were used to accommodate the varying needs of students.

Final assessments were conducted remotely and, in certain instances, FTF with adherence to safety protocols.

Sessions which required access to computers and various software packages were arranged by subject lecturers.

Learning continued remotely and applications such as the Blackboard Learner Management system, MS Teams, Zoom, video recordings, YouTube channels and discussion groups via social media platforms were utilised to accommodate the varying needs of students, to ensure that all students were part of the journey and that strong teaching and learning continued.

The AY2021 was successfully completed and 177 students graduated at the December 2021 virtual graduation; 113 female students and 64 male students.

To note, a Master’s degree was conferred on 14 female students and 16 male students whilst a Doctoral degree was conferred on 1 male student.

In preparation for the AY2022, Faculty orientation and FYE meetings were conducted with departmental coordinators, chaired by Dr Scholtz, to prepare for face-to-face and online orientation for the 2022 cohort of first-year students.

Various resources and internal and external service provider contact details were shared with departments to include in Orientation 2022. Departments submitted draft plans of the orientation and budget requests for orientation to happen from 21-25 February 2022, both face-to-face and online.

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2.1.2. Curriculum renewal, 21st century skills and graduate attributes •

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Curriculum renewal, 21st century skills and graduate attributes were featured permanently on the agenda in the Faculty, as content needs to remain relevant, align to industry trends, and integrate 4IR applications relating to industry.

Online sessions were conducted by Dr Scholtz, the assistant Dean, and the Teaching and Learning Coordinator, Dr Sandra Williams, in departments so as to engage lecturers. Resources were made available for departments for further engagement and for curriculum renewal in subjects.

All departments in the Faculty submitted overviews of their qualifications to be shared with the potential 2022 cohort of students and to be driven by MCD on the online platform. The BIA department submitted course and departmental information in various forms: An online brochure; video recordings of the HOD and two final year students: Mr I Jacobs and Ms NZ Maake; departmental information on current students; facilities & technology use; Work Integrated Learning; and an FAQ section to assist prospective students.

With regard to renewal and alignment of curriculum to 21st century skills, funding and research opportunities were made available for students and staff. Training was ongoing for all staff and included specialised training for administrators in Q4.

2.1.3. Curriculum transformation and renewal • • •

Dr Bell created the Development of the Internationalisation of the Curriculum Guidelines, with input from Dr Scholtz and Dr Hollis-Turner.

Dr Bell created a Self-Reflection Tool with regard to curriculum internationalisation for an individual to create a personal progression Action Plan.

In the BIA department, inclusivity is entrenched within the

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subject curriculum, with a focus on BIS1, BA1, Diversity Management, BIS2 and BIS3, to ensure that learning content and learning activities (e.g., case studies) make provision for inclusivity across gender, race and culture, and that themes of social injustice, GBV, HIV/Aids and COVID-19 are integrated into lesson content, where applicable.

In the Entrepreneurship department, as the curriculum development process was completed, AY2021 focussed on curriculum renewal.

2.1.4. Diverse teaching pedagogy through digital transformation Key highlights include: • In the Marketing department, in Quantitative Literacy for Statistics (1st year) and Statistical Analysis (2nd year) the lecturer designed Excel, a critical subject application, enabling use of laptops and mobile devices to allow access and ease of use to students irrespective of the available hardware. This widened access and addressed diverse needs.

• In the Business and Information Administration department, practical computer applications were conducted online and videos and screencasts were created by lecturers for FT and PT students. Lecturers were available via scheduled sessions on WhatsApp, MS Teams and email for further assistance. Students in BIA enrolled in the SAP programme attended F2F sessions in computer labs, whilst students who were unable to attend on campus were simultaneously online during these sessions.

• Training was provided by CIET and academics also attended external webinars to empower themselves technologically while providing students with an enhanced teaching and learning experience.

• Academic staff attended a series of online lectures on various technological teaching methods, online downloadable software as well as training (beginners to advanced) on the university’s LMS Blackboard. Training areas included Blackboard Collaborate, Respondus, Safe Assign, MS Teams, WhatsApp, Kahoot, FlipGrid and Poll.

• Blackboard sessions, also attended by academics, focused on tools like Safe Assign, Adaptive Release, Respondus Lockdown Browser for assessments, and randomising questions in assessment. These tools were adopted to prevent plagiarism and ensuring academic integrity during assessments. Sessions on multimodal T&L for students with disabilities, inclusive T&L as well as T&L online workshops on academic and social literacy were also attended by academics.

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2.1.5. Revision of individual subject guides to enhance transformation Key highlights include the following: • Departments held workshops facilitated by Dr D Scholtz and Dr S Williams. It was advised that the first step focus on review and revision of individual subject guides.

Departments therefore requested level-coordinators to list and explain the units of learning of each subject in a matrix format. This was necessary to consider if subjects are aligned, complementary and coherent.

• Further workshops incorporated graduate attributes and 21st century skills.

2.1.6. Integration of disability in the pedagogy of Accounting Sciences Key highlights include the following: • In the Accounting department, a survey was conducted with first-year students which highlighted several anomalies (e.g., students were not aware of VPN or how to use VPN). A training session/video was uploaded.

Students with disabilities were identified, verified by the HOD and confirmed, and students were referred to the Disability Unit (DU).

• A survey related to 2nd and 3rd year students was also conducted in the Accounting department. The results were analysed to derive actions to address gaps. A student evaluation was conducted in the Accounting department, but due to POPIA impact, this was put on hold.

• In the Accounting department, the Disability Unit generated awareness of students in the department who may be differently ‘abled’ for staff members to be cognizant of students’ specific needs and mindful of confidentiality.

2.1.7. Integration of citizenship and social responsiveness in the curriculum to enhance smart learning Key highlights include the following: • In the Public Administration and Governance (PAG) department, the new curriculum incorporates themes such as “You and Society”, “You and Democracy”, “Ethical Frameworks” and “Service Delivery”. These themes were built into the content to provide a responsive curriculum that addresses social justice in SA. • In the Sport Management department, staff members included the following smart teaching and learning options to enhance student leaning: Blackboard used for lectures, announcements, assessment submission, interactive quizzes, discussion forums,

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•

question and answer sessions, tutorials, polls. These include WhatsApp used for learning, announcements, assignment instructions, submission due dates, feedback, OBS Studio; PowerPoint used mainly used for creating screencasts; CPUT email, and Gmail used mainly for assessment submission, feedback to students, and monitoring of communiqué.

The identified methods in the Sports Management department have been useful as the majority of students have been responding positively. However, it was noted that a few students are still facing challenges with a lack of access to computer/laptop/smart phones, internet connection and an environment conducive for learning. A proposition could be made that first-year students have an opportunity to own a laptop during their registration.

This will help prepare them for the multimodal model of learning.

The Department of Tourism & Events Management hosted the Honourable Deputy Minister, Mr Fish Mahlalela, and a panel of DDGs from the national Department of Tourism on 14 May in an online webinar.

2.1.8. Orientation and student support Key highlights include the following: • First-year orientation commenced officially on 15 March 2021 for all departments in the Faculty, and 12 of the 14 departments engaged in online orientation, while two departments included both online and face-to-face with all safety protocols in place. Orientation was conducted via webinars on Blackboard, MS Teams and Google drive for full- and part-time students.

• Professor Paul Green welcomed all first-year students with a welcome letter shared on the Faculty website and shared by departments with students, and with a welcome video shared in orientation, as found at the following link: https://youtu.be/sR09EyIlku0 • Departments also welcomed first-year students online.

A welcome video was created and a YouTube link was shared with departments and on departmental platforms so students could connect with first-year lecturers, HODs and administrative assistants in departments.

• All support units such as Student Counselling, HIV/Aids, Fundani and the library were included.

• Videos by the various service units were shared and speakers from the various service units were invited to engage online with students. Various motivational speakers, the LSRC, students and alumni were included to share experiences.

2.1.9. Transformative teaching and learning that mainstream diversity, inclusivity, social cohesion, HIV/Aids and gender-based violence

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Key highlights include the following: • F2F sessions were conducted on campus for 1st, 2nd and 3rd year FT and PT students for practical computer sessions and all safety protocols were in place.

• Webinars were conducted focusing on GBV, career planning, HIV/Aids, time management and academic literacy financial planning as part of the FYE on a first- and second-year level in collaboration with NGOs, Alumni, Fundani and Student Services.

• At the Cape Town Hotel School, lecturers formed student groups to encourage information exchange, social cohesion and diversity.

• Mentorship programmes in various levels of study encouraged inclusivity.

• Team discussions among academics, sharing information regarding students and best practise to ensure that all students are accommodated.

• Students were coached by Ms Hattingh, a qualified Life Coach, to adjust to the learning environment and to improve mental health.

• Students attend various workshops such as HIV/AIDS and life skills.

• Public Administration and Governance students were exposed to workplace IT system training required in government and underwent SAP training to enhance the Work Integrated Learning experience before placement.

• Students were engaged in a community engagement interactive project as part of the curriculum.

• Webinars facilitated by the HIV/AIDS unit were shared within the Faculty and saw FBMS students and staff attend the webinar, #SafeZone #Equalityforall and the webinar, Why we need an inclusive university.

• In the Public Management and Governance department, previous Foundation Year students served as facilitators in the First-Year Orientation Programme as an attempt to eradicate the stigma attached to the ECP programme and to foster inclusion, confidence and cohesion.

• In Communication, there is an intense focus on intercultural communication, gender and above all, perception relating to current issues in society to raise awareness on issues such as racism, male/female dynamics, homophobia, xenophobia, police violence, stereotyping and ethnocentrism.

2.1.10. Adaptive learning platform Key highlights include the following: • The Management and Project Management department linked with McGraw-Hill Connect, resulting in the department linking Communication 1 and Financial Management 1, 2 and 3 subjects into this adaptive learning platform.

• The first-year Communication curriculum includes a module in Intercultural Communication and the third-year Cape Peninsula University of Technology

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Prof Vuli Nyoni as guest speakers in the robust discussion on issues of language and multilingualism as an enabler and barrier to access. There were further explorations of the application process, including the use of language, and user-testing to improve user-experience, access, redress and inclusivity.

Communication curriculum includes a module on the Principles of Democracy so students learn how these relate to communicating effectively within government departments and organisations to ensure inclusivity in diverse workplaces.

2.1.11. Service-Learning and Work Integrated Learning Key highlights include the following: • The Human Resources department is involved with Service-Learning and Work Integrated Learning projects focusing on cohesion and equity around the COVID-19 pandemic. Students generated awareness in communities.

Key projects incorporated diversity, inclusivity and social cohesion.

• In the Human Resources Management department, the Service-Learning Project was implemented. The HRM WIL students were placed in industry in the fourth term.

• Discussions on integrating community engagement projects and service-learning projects with minimum contact are ongoing, considering ways of integrating virtual projects into first- and second-year Project Management.

• In the Public Administration and Governance department, students were exposed through the internal partnership with SAP to ensure readiness for the in-service placement at the City of Cape Town using the SAP system. On completion of the course, students received certificates.

• In the HRM department, Integrated SL projects around COVID-19 awareness in communities were successfully conducted and the SL project was concluded.

• In the HRM department, WIL students were placed in industry in the fourth term. PSETA funding was awarded for 3rd year students to complete their workplace-based learning in Sep-Nov, with placement confirmed for 93 students.

• The SAP HR Specialisation course was conducted online in the HRM department. AdvDip HRM students were once again awarded this sponsorship opportunity from the Advancement Office.

Other key highlights include: • Multilingual glossaries exist for 2/5 departments but need to be developed for all departments.

• Exploration of multilingual captioning for online video content was proposed by language teaching staff.

• Data was collected by extracting complex terminology from prescribed textbooks.

• A cohort of 25-30 students were subjected to the developed multilingual materials in terms of their learning over a specific period.

• The Public Relations department is implementing the institutional recommendation of using the three official languages in the Western Cape Province: Xhosa, English and Afrikaans.

• Students are encouraged to utilise the glossary of Communication/PR terms that are available on Blackboard. These were compiled by language experts, students and lecturers through a collaborative effort initiated by Fundani.

2.2.2. Integration of social justice in the scholarship of teaching •

•

•

2.2. Faculty of Informatics and Design (FID)

The Media department ensured enrolment from a wide background of people in society (taking gender and geographic location into consideration) through various admission criteria (age exemption, previous FET qualification).

The second-year PSA projects engaged with a wide range of topics such as GBV, equality and social justice. This included engagement with the Sociology department at UCT on a study about the South African Black Press.

In the Design department, the ECP stream, Academic and Professional Literacy Curriculum for foundation year students was adjusted to accommodate transitional topics such as emotional intelligence, diversity and translanguaging.

2.2.1. Integration of multilingualism in teaching and learning

2.2.3. Ubuntugogy as a curriculum praxis for epistemic justice

Key issues include the following: • The ATID worked towards assessments that enhance language inclusivity by translating some briefs into three languages (English, Afrikaans and isiXhosa).

• Applied Design, ATID and Media held a joint morning workshop and invited Dr Nico Botes, Herman Botes and

•

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Mr Siya Sabata of Fundani presented a session entitled Curriculum as student’s relationship with knowledge on 3 March 2021. His presentation and subsequent discussion addressed issues such as Vision 2030 and the academic project at CPUT and Ubuntugogy as a curriculum praxis

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for epistemic justice. Two central themes were Unpacking the question of oneness (from Vision 2030) or Ubuntu as an architectonic capability.

This discussion included integrating Ubuntu in teaching and learning practices and asking deeper questions. For example: To what extent are our practices enabling or constraining epistemic justice? In order to use technologies or knowledge to solve problems in the world, we need to embrace Ubuntu, which speaks to the actions to achieve a common good. He emphasised the need to re-imagine the curriculum practices in terms of Oneness/Ubuntu and Smartness in alignment with Vision 2030, and to connect the CPUT Graduate Attributes to Vision 2030.

2.2.4. Service-learning •

The Journalism department formalised and signed an MoU with the Independent Electoral Commission in the Western Cape for a service-learning project that will see journalism students engage in work with diverse communities on the topic of ‘youth and elections’.

2.3. Faculty of Engineering & the Built Environment (FEBE) 2.3.1. Transformative pedagogies and contextualising the teaching environment Key highlights include the following: • Circumstances of student wellness was prioritised in teaching and learning. Due to ongoing lockdown, multimodal delivery of the programme is ongoing.

• For the online delivery components, various online learning platforms such as Blackboard Collaborate, MS Teams, Zoom and WhatsApp are used for the effective delivery of programmes. This included online assessments methods for security and integrity of online assessments.

2.3.2. Integration of the language policy and multilingualism • •

The Faculty is creating awareness in the implementation of Language Policy and Multilingualism.

A workshop on implementation specifically focusing on multilingualism was offered, with lecturers reaching out to students in a variety of ways to ensure that no student is left behind. This included basic greetings in different languages for awareness and inclusivity.

•

2.3.4. Multimodal learning advocated and encouraged •

• •

A curriculum workshop on the Introduction to Threshold Concepts by Dr Lizel Hudson, WIL and Language

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Online assessments required a monitor and lockdown browser to ensure integrity of the assessment. Students could do assessments on campus if they did not have access to a laptop or data. Workshops were available for staff online training for lockdown browsers.

An online multilingual glossary project was initiated.

Tutorial sessions for limited numbers were offered to students on campus.

2.4.

Faculty of Applied Sciences

2.4.1. Integration of social justice across teaching and learning •

•

• • •

The Chemistry department accepts students based on performance, but student gender and racial profile reflect the demographics of South Africa; the Faculty has almost an equal male-to-female ratio.

During orientation, information of the various units was communicated to students, with information found in the Departmental Student Guide, Programme Guides and Faculty Student Guide so that students are aware of the services provided at CPUT. The addition of a Retention Officer assisted our students tremendously as students are referred to various units or to the HOD should issues arise.

There is active engagement with the Language Coordinator regarding multilingualism in the Faculty, and a Teaching and Learning Coordinator and ECP Coordinator.

Community engagement takes place in the form of environmental education; students are required to go to schools and present topics in the field of conservation or marine sciences as part of an assessed subject.

2.4.2. Digital transformation in the scholarship of teaching •

2.3.3. Curriculum transformation •

Coordinator for Health & Wellness was conducted.

More discussions were face-to-face and online classes for practical subjects and those subjects that require specialised equipment were offered.

Face-to-face classes were offered to students who could come to campus and who had technology challenges.

•

Some staff members attended training on blackboard Grade Centre. As a result, better use of Grade Centre functions and associated tools have since been implemented and provided to students with constant feedback.

Student tutors were trained on Blackboard to provide feedback when assessing online submissions. Quizzes we

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adapted to provide feedback after submission to assist students with identifying problem areas. Online question and answer sessions or dedicated discussion boards were created where both students and staff participate to clarify complex concepts.

2.4.3. Integration of multilingualism in teaching and learning

•

2.5.2. Survey to identify challenges encountered by students during distance teaching and learning •

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•

Translation of PowerPoints to Afrikaans and isiXhosa.

Afrikaans and isiXhosa courses for staff were created to enhance linguistic inclusivity, in line with the CPUT Language Policy.

The Faculty initiated the development of seven multilingual glossaries; workshops were held with experts and academics sharing multilingual practices and perspectives.

The Biotech and Consumer Sciences Department developed a multilingual glossary which is available on BB for all students. Lecturers also completed a student survey at the end of the course, which includes a section on equity. The feedback questions are based on database questions supplied by Dr Norodien-Fataar. Multi-platform teaching – BB, WhatsApp, YouTube, face-to-face, case studies – caters for most learning styles.

The language unit has added value to the learning experience of students in ways that are transformative.

Resources have transformed teaching and learning of language, making the learning process more studentcentred by handing some freedom to students to study and practice language and literacy skills in the lab and on their phones, unaided by a human instructor.

Some of the software (Readers are Leaders) is in Afrikaans and work is underway to have it in other African languages.

2.5.

Faculty of Education

2.5.1. Transformative pedagogies Key initiatives include the following: • The Faculty is promoting cooperative learning strategies (e.g., small groups discussions, group projects and debates) to enhance teaching and learning.

• Procurement of e-books and books that promote diverse perspectives on various phenomena and realities.

• Task teams are engaging staff and students through presentations around the issues of diversified curriculum and decolonisation of education.

• Ongoing staff development workshops primarily conscientize academics about contextual socio-political disparities that need to be addressed, including issues such as the promotion of indigenous knowledge and

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the application of differentiated learning styles to accommodate all students.

At the postgraduate level, interactive approaches to teaching are implemented to promote argumentation and debate.

•

The Faculty undertook a survey on challenges encountered by students in teaching and learning.

Data from the questionnaire was analysed; findings showed that students struggled to receive timely data due to the delays in NSFAS pay-out.

2.6.

Faculty of Health and Wellness Sciences (FHWS)

FACULTY TRANSFORMATION COORDINATOR: DR NICOLE BROOKS 2.6.1. Multilingualism in teaching and learning Key initiatives include the following: • Roll out of multilingual glossaries in English, Afrikaans and IsiXhosa in departments to support students. This will continue throughout 2022. Indigenous language strategies are introduced and will be explored further to support teaching and learning.

• Use of accessible platforms such as WhatsApp, MS Teams, Blackboard and Google Docs to ensure access and inclusivity for all students since teaching and learning has moved away from traditional instructional methods towards multimodal learning-centred approaches. Traditional pedagogies are replicated digitally where possible.

• Use of various digital teaching and learning strategies are learning-centric platforms (e.g., cell phone-based, cognizant of data limitations, voice overs). Blended techniques have been adopted by all staff.

• Provision of additional support for students and appointment of tutors, mentors, retention officers and teaching assistants to help under-performing students.

2.6.2. Service-learning •

•

Participation in a number of service-learning projects such as the stem cell donor drive and tutoring life science programme in underprivileged schools in collaboration with various departments in the Faculty initiated by the Department of Emergency Sciences.

Service-learning and community projects that provide critical learning opportunities for students are in place and will be further explored.

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2.6.3. Integration of GBV, diversity and inclusivity in teaching, learning and curriculum • • •

•

Incorporation of GBV, diversity and inclusivity workshops into the curriculum of 1st, 2nd, 3rd and 4th year programmes were finalised for departments.

The 20 science courses which aims to prepare and enhance graduate employability is an excellent initiative to be recommended for all 4th year students. A motivation was submitted for funding.

Role of all staff in department to support and assist students an additional role (e.g., GBV awareness, counselling, sexuality) to support teaching and learning.

2.6.4. Digital transformation in teaching and learning • •

• •

•

The Faculty has already begun an extensive plan to incorporate digital teaching into all learning programmes; this will continue as a teaching tool.

Some classrooms have been equipped with Smartboards and lecturers use digital platforms such as WhatsApp, Google Docs, Teams, Zoom and Blackboard to ensure constant communication with students.

Information is shared on multiple platforms to ensure that student needs are considered.

Training for staff continued through 2021 to ensure that all staff used the digital platform optimally. Staff were encouraged to attend as many internal and external opportunities, such as online webinars on blended learning methodologies.

Training of students to use Blackboard will continue to ensure that all students are able to use the platform effectively as computing skills are an integral component of all Faculty programmes. Where possible, in some departments, students were issued with USB flash drives uploaded with learning material. Students received data from CPUT during 2020 to facilitate access to the online platform for teaching and learning activities.

•

• •

2.7.2. Support for students with disabilities and other students in general • • •

•

•

2.7.

Division of Student Affairs (DSA)

2.7.1. Integration of student counselling, HIV/AIDS, disability and leadership in the scholarship of teaching and learning.

•

•

The Department of Student Affairs values all opportunities to contribute towards a ‘smart’ teaching and learning environment.

This can be seen across its various departments and units, especially student counselling, HIV/AIDS, disability and student governance and leadership.

Key initiatives include the following: • Mentors and peer educators are equipped with knowledge

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that will enhance mentoring and peer support in the context of learning and teaching.

Student Counselling uses e-learning technology (Blackboard/BB) as part of two programmes (Final Year Exit Programme [FYEP] and the Academic Enhancement Questionnaire [AEQ]).

BB is used to administer the AEQ and FYEP online programme to students. Potential themes identified in collaboration with other departments included adjustment to remote learning and how to navigate uncertainty; managing academic frustrations/demands with healthy coping and emotional regulation skills; self-leadership to address challenges related to time management; procrastination; and dealing with distractions.

Technology expands the reach of Student Counselling services, enabling the department to reach more students through academic support and development programmes.

The Disability Unit accommodates students who write exams in the unit and works with staff to ensure that exams and assessments are going well. The Disability Unit also supports staff to convert information and documentation into accessible formats for students with disabilities.

•

The Disability Unit (DU) attended to referrals of students with disabilities from academic staff across faculties.

Engagement with lecturers of various faculties regarding the needs of students with disabilities.

The DU plays a pivotal role in teaching and learning and regularly shares knowledge and research findings regarding inclusive education transformative pedagogies and social responsiveness.

The HIV/Aids unit implemented the First Things First awareness campaign. They successfully screened over 2000 students since January and distributed over 300 000 condoms at campus residences and on campus.

Health screening includes HIV, STI, TB, GBV, mental health, blood pressure and blood sugar. Relevant referrals and links to care are done accordingly.

The Student Counselling department participated in academic and personal development workshops via e-learning technology. This included screening at-risk students via e-learning technology.

The Disability Unit provided online orientation resources to all faculties and departments. The DU had additional online orientation presentations across faculties and departments.

The DU has a comprehensive teaching and learning support plan which includes disability awareness and sensitisation sessions as well as reasonable accommodation applications across faculties.

The SGLD offered electronic online training for first year students. The unit is also exploring several in-house

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training opportunities to fast-track both staff and SRCs to conduct on-line training and development programmes in the ‘new normal’.

The Student Counselling department has a portal on Blackboard for all counselling resources which serves as a resource centre for students to access mental health and wellness information from a credible source. All brochures, videos and posters are available to students as self-help resources. This portal also hosts all Student Counselling webinar and training activities for students.

The DU supported students with disabilities who were busy with assessments during the reporting period, who required a separate venue, software and assistive devices.

The DU assisted students with the resources needed to increase their chances of success with their assessments.

• • • • • • •

2.8.3. Writing workshop to enhance transformative pedagogy •

2.8.

Fundani Centre for Higher Education

2.8.1. Initiatives to support student learning Key highlights include the following: • Fundani acquired WebAssign and eBooks licenses to enhance digital transformation in the scholarship of teaching, including transferred portfolio building workshops, portfolio submission, student feedback and teaching development programme grants (TDP).

• Mathematics support procured licenses for 250 first-year mathematics bachelor students to enhance access to content and remote teaching and learning.

• Seven student feedback reports were sent to lecturers in the Faculty of Engineering for submission to ECSA. Fundani also offered the following support initiatives: • Online facilitation of SFTC workshops to academic staff across all faculties.

• Online facilitation of guest workshops on the FYE/ CPUT101 project.

• Online assessments of modules in TDP and FYE projects.

• Online tools to develop surveys for SFTC and to compile lecturers’ narrative reports.

• Continuous RPL workshops.

• Trained students and lecturers (Electrical & Marine Engineering) to use WebAssign for online and remote teaching and learning of mathematics and science.

2.8.2. Critical academic interventions and initiatives This included the following: • Revision of student feedback surveys with questions specific to inclusion of students with disabilities.

Cape Peninsula University of Technology

Fundani Blog and website updated, sharing relevant upto-date information with the university community.

Fundani participating in the Transformation Seminar Series with the Transformation Office.

Preparations are underway for RPL workshops.

Curriculum Forum meeting; Graduate Attributes workshop; Student Governance and Leadership Development.

Staff Development Academy workshop: Your contribution/ unpacking: Goal 4 of the 2030 Vision TDP: Student feedback on teaching and courses.

WIL in curriculum best practice projects.

CHEC-Mellon Foundation Decolonial Project meeting

• • • • • • •

•

The Academic Literacy Sector facilitated various workshops for Advanced Diploma (Hospitality Management) Writing: Literature Review, Language, and References. They facilitated students and lecturers (Electrical & Marine Engineering) to use WebAssign for online and remote teaching and learning of mathematics and science.

They also provided academic writing intervention workshops for first-year Electric Engineering to address topics such as Teaching Intervention (4 Phases): Phase 1: Layout, Introduction and Referencing (Week 1) Phase 2: Methodology (Week 2) Phase 3: Findings, Discussion and Conclusion (Week 3) Phase 4: Continued Writing Centre Support (Week 4) They provided academic writing intervention for postgraduate Education students.

Efforts continued to explore developing SMART, including innovative teaching and learning, academic development approaches, the transfer of student feedback on teaching, and courses on a newer platform to ensure that student voice is part of T&L and that academic staff offer necessary interventions.

The launch of WC Online made student academic support more accessible allowing the Student Learning Unit to gather data on the use of the academic support made available to students. Faculties have been encouraged to make use of the booking system as well as to develop learning analytics.

2.8.4. Development of Izimvo APP •

The Development and testing of the IZIMVO App for student feedback surveys as part of the implementation of the Student Feedback on Teaching and Courses (SFTC) programme. The Michael and Susan Dell Foundation (MSDF) WhatsApp project presented to participating departments.

Preparations were prepared for the Application cycle 2021 Final Annual Transformation Report

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• • • • • •

(AY 2022) by fine-tuning the RPL online system and updating the webpages of the CPUT website.

Embedding multilingual audio for online multilingual glossaries for International Mother Tongue Day commemoration on blog site.

Multilingual advert for student recruitment drive for CPUT. The first version of the App was used while an updated version is scheduled for a June pilot.

Participating departments are Student Affairs; Student Learning; and WiL/Community Engagement/ECP/FYE Further presentations were made. Departments have forwarded FAQs to update the WhatsApp database.

More information is available here: mlg@cput.ac.za.

2.10.2. Debt relief to assist students in need • • •

2.10.3. Financial support inclusion to assist Missing Middle students •

2.9.

Library Services

LIBRARY TRANSFORMATION COORDINATOR: PETRO COREEJES-BRINK 2.9.1. Translation of the Dewey Decimal Classification (DDC) system and Information literacy Key highlights include the following: • Translation of the Dewey Decimal Classification (DDC) system used in the library to find books on the shelves is available.

• This included other online material in official SA languages.

• Information literacy translation projects have been started, from English to Afrikaans and isiXhosa.

Advancement department implemented a massive debt relief project with USAf, providing financial support to students owing fees to CPUT. Some of the students were handed over for debt collection.

More than 1 600 CPUT students, both postgraduate and undergraduate students, benefited from the debt relief campaign.

•

Advancement Department implemented a ‘Missing Middle’ project, focusing particularly on Engineering students.

Together with CHIETA we implemented an R8 million project, with funding benefiting students studying Chemical and Analytical Chemistry.

2.10.4. Financial assistance towards students in Work Integrated Learning • •

The Advancement Department assisted several students with the funding of their WIL stipends.

Over 300 students were assisted with WIL stipend funding and were placed in Engineering and Health Service companies.

2.11. Community Engagement and Work Integrated Learning (CE & WIL)

2.10. Advancement Department

2.11.1. Work readiness programme

ADVANCEMENT TRANSFORMATION COORDINATOR: MANDLA MASEKO

•

2.10.1. Financial inclusion to support learning • • •

Out of the R126.5 million received from donor funding in 2021, R89.7 million benefited economically disadvantaged students.

Students received 71% of the total funded income, followed by other university projects at 2% and research projects at 1%.

The bursary funding benefited 1 759 students in the 2021 financial year. Most students were doing undergraduate studies (1 596 students) and 163 were postgraduate students. Seven hundred and eighty-five (785) of these students were males and 816 were females. These students came from economically disadvantaged backgrounds.

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• •

•

The need to strengthen, formalise and institutionalise the existing Work Readiness Programme on CV writing and interviewing skills was highlighted. Such need would allow for the integration of digital transformative pedagogies and different modules to produce competent, well-rounded, work ready, socially responsive and entrepreneurial students. Such modules and programmes will include: Employability Improvement Programme (EIP) Modules on race, gender, sexual orientation, GBV, multilingualism, disability, HIV/AIDS, social cohesion, equity, equality, diversity, inclusivity, social justice decolonisation and Africanisation.

An institutional task team consisting of the Directors of CE and WIL and the Transformation Office, and the Dean of Informatics and Design was formed to take this initiative forward as requested by the DVC Teaching and Learning. The position of the Work Readiness Coordinator was created by upgrading the existing vacant position of Administrator: Cooperative Education.

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FOCUS AREA

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SMART RTIP THAT IS RELEVANT AND EXCELLENT IN ITS KNOWLEDGE PRODUCTION (e.g., digital transformation initiatives that enhance access, diversity and inclusivity for students and staff)

3.1. Faculty of Business and Management Sciences (FBMS) In the SIP Unit, Dr Bell is driving the creation of the FBMS Information Hub (SharePoint intranet) and roll-out of training for all staff, with a link to the site https://cputacza.sharepoint. com/sites/FBMSInfoHub.

3.1.5. Research on young women in entrepreneurship (SDG 5 and 8) • •

3.1.1. Disability inclusivity research (SDG 4) Key highlights: Dr Bell worked on two research projects in the area of diversity and inclusivity, directly related to disability as follows: • SASUF funded project: Childhood hearing impairment – early detection, diagnosis and rehabilitation • DeafBlind International funded project: Assistive technology outcomes for people with ‘deafblindness’ in Southern Africa: A Delphi study 3.1.2. Graduate employment and success (SDG 8) In the HR department, two staff members are conducting research in areas of disability and equity: • Dr Kiley’s PhD title: Identity capital and graduate employment: investigation into how access to various forms of identity capital relates to graduate employment.

3.1.3. Research methodology to analyse gender-based violence (GBV) (SDG 5) • •

Curriculum in research methodology included articles for student to analyse in relation to gender-based violence.

Reflective reports and discussion ensure sensitisation and topics selected are inclusive of public-related issues such as equity, social justice and diversity.

3.1.4. Research on the impact of COVID-19 on the hospitality sector (SDG 3) •

The Cape Town Hotel School academic staff is conducting a study on the impact of COVID-19 on the hospitality sector in South Africa, led by Dr Nyathela. The study is with other universities across the country with the aim of promoting research culture, capacity building and maximising publications.

Cape Peninsula University of Technology

In the Entrepreneurship department, a Master’s student presented a paper at the University of Guelph Humber, Canada’s first Applied Business Conference (May 6-7).

Title of the paper: Problems Faced by Young Women When Starting a Business in Kinshasa, The Democratic Republic of Congo.

3.1.6. Research on local economic development and digital transformation (SDG 1, 2, 10 & 17) •

•

The Graduate Centre for Management (GCM) are engaged with the eVillage – the creation of digitally transformed local economic development using the Zwelethemba township near Worcester as a case study.

In GCM, two M Tech Business Administration students are involved with partners – 20 Zwelethemba NGOs, four Ward Councillors, a technology company and Pick n’ Pay Spaza stores – in a project to retain the wealth of the village dwellers in the village by integrating disruptive technologies with SMEs to simulate employment creation to address poverty and hunger.

3.1.7. Township economy, barriers to skills development and mobiwynne (SDG 1, 2, 10 & 17) In the Graduate Centre for Management, Dr Twum-Darko drives the various initiatives and as follows: • Creation of eVillage: integrating disruptive technologies and enterprise creation models to simulate township economy to create jobs and self-employment.

• Investigating Fintech and barriers to skills development and transformation of South Africa Banking Sector with BankSETA. • MobiWyne: Building a mobile wine bottling infrastructure to be franchised (if possible) that democratises and personalises wine bottling across the world; the infrastructure included a mobile app based on machine learning which invites winemakers to subscribe to access a wider market for exporting bulk wines.

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3.1.8. Family Ecology and Consumer Science newsletter One of the senior lecturers, Dr Nyathela, is involved in various external academic activities such as editor and reviewer of journals; national and international research projects; and programme reviewer of various universities. Dr Nyathela’s work includes: • Editor: South African Association of Family Ecology and Consumer Science newsletter • National Department of Tourism (NDT) research project • BSC Honours Review programme for University of SA Bachelor of Consumer Science: Food& Clothing Programme Review; Programme Review for VUT.

•

•

3.1.9. Publications that demonstrate transformation/ diversity-themed research in the Faculty (a) Gender and behaviour (SDG 4 & 5) • Kasongo, A.M. and Abongdia, A.J. (2021) Social media as a communication strategy at a university in Cape Town, Gender & Behaviour, 19(1): 17146-17170.

• Lowane, M.C., Foncha, J.W. and A.J. Abongdia (2021) The practices of graduates from the BA CEMS bilingual programme highlight the efficacy and effectiveness of the curriculum. Gender & Behaviour, 19(1): 17305-17321. (b) Human resource management and practice (SDG 4 & 8) • Textbook Title: Organizational Behavior (2nd edition) Title: Human Resource Management in Southern Africa: Contemporary Theories and Professional Practice Standards. Editor and author: Dr L Gie; Contributing authors and lecturers in department, Ms T Kroukamp and Ms F De Klerk. (c) Efficacy of interactive video gaming in older adults with memory complaints (SDG 3 & 4) • Ramnath U, Rauch L, Lambert EV, Kolbe-Alexander T. Titled: Efficacy of interactive video gaming in older adults with memory complaints: A cluster-randomised exercise intervention. (d) Incomplete spinal cord injury over a 24-week rehabilitation period (SDG 3 & 4): • Evans, R.W., Shackleton, C.L., West, S., Derman, W., Rauch, H.G.L., Baalbergen, E. and Albertus, Y. Titled: Robotic Locomotor Training Leads to Cardiovascular Changes in Individuals with Incomplete Spinal Cord Injury Over a 24-Week Rehabilitation Period: A Randomised Controlled Pilot Study. Archives of Physical Medicine and Rehabilitation. (e) Fourth industrial revolution interventions (SDG 4 & 10) • Van Zyl, E, Venter, T and Bruwer, JP. The catalysed use of fourth industrial revolution interventions in South African Higher Education institutions, due to COVID-19, and its influence on efficacy. (f) Disability inclusivity (SDG 4) • Dr Bell has contributed to a book chapter in the area

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of disability, with the chapter entitled Hierarchies of Disability Human Rights – an edited volume was prepared for the Interdisciplinary Disability Studies Book Series from Routledge Press.

Dr Bell has completed the DeafBlind International funded project: Assistive technology outcomes for people with deafblindness in Southern Africa: A Delphi study was completed, a report sent to the funders and a journal article submitted for peer review to the African Journal on Disability Bell D, Prain M and Layton N. (2021) Assistive technology for people with deafblindness in Southern Africa: a Delphi study exploring dimensions of impact.

Disability and Rehabilitation: Assistive Technology. https://doi.org/10.1080/17483107.2021.1994031

3.1.10. Agenda 2063 or Africa-focused research – IKS: Nguni healing rituals •

In the Marketing department, a number of the department’s postgraduate research entails Africafocused research to generate indigenous knowledge.

Examples of this include research on the brands used during Nguni healing rituals and the branding of South African Cap Classique. In addition, there is a strong focus on researching digital marketing and online brand discrimination.

3.1.11. Postgraduate qualifications (access to education and NDP) • •

To date, 35 students enrolled for postgraduate qualifications in the BIA department for the 2021 academic year as follows.

Masters of Business & Information Administration: 20 females and 13 males; DTech: Office Management & Technology: 2 males.

(a) Doctoral students • Currently, 13 students are registered for the Doctor of Technology Degree.

• Twenty-six students are registered for the Doctoral Degree (professional).

Completed studies include: • DTech: BIA: Simon Nsengimana (M). Title of dissertation: The importance of Information and Communication Technology in women-owned businesses in Kigali, Rwanda. Dr Bell worked on research projects in the area of diversity and inclusivity, directly related to disability: a SASUF funded project: Childhood hearing impairment – early detection, diagnosis and rehabilitation. (b) Master’s students • Two hundred twenty-six students are registered for Cape Peninsula University of Technology

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3.2.

the Magister Technology Degree and 221 students are registered for the Master’s Degree.

In the HRM department, one staff member graduated with a Master’s Degree.

In the BIA department, two postgraduate students receives the following qualifications: MTech: BIA: Michelle Joseph (F): Title of thesis: The Utilisation of ICT by lecturers in a TVET college in Paarl, Western Cape.

The Faculty hosted the Emerging Researcher Conference, themed as Driving smart, sustainable research and innovation for economic empowerment.

A selected group of Human Resource Management students presented at the conference and were awarded 1st place by the conference panel.

A selected group of Advanced Diploma students in the BIA department presented and received positive feedback from the conference panel.

In the BIA department, Dr Kleinveldt presented Incorporating Artificial Intelligence and Robotics into the LIS classroom: a systematic review https://www.up.ac. za/cf-robotics_ai2021/article/2976468/acceptedpresentersIn the HRM department, Mrs Sulayman, Mrs Ntanjana and Mr Omar conducted a presentation at the Language Seminar: The use of Differentiated language teaching strategies during the COVID-19.

Their presentation was entitled Using Glossaries in a Multimodal Teaching and Learning Environment.

Mrs Frances De Klerk was awarded the HRM Department Teaching & Learning Award for 2021.

Five staff members from the CTHS presented at the 8th International Conference on Hospitality & Tourism Management 2021 in line with the research; The impact of COVID-19 on the hospitality subsector in South Africa.

Faculty of Applied Sciences

3.3.

3.3.1. Research clusters and research initiatives FEBE has formed the Engineering Education Research Unit (EERU) which has identified four research clusters: • Social issues in Engineering education • ICT in Engineering education • The Engineering curriculum • Student experience, engagement and performance The Faculty is supporting the following research initiatives: • Digital transformation of the curriculum: Dr Sweta Patnaik and Dr Bronwyn Swartz • Ethics in Engineering education: Dr Bronwyn Swartz • Mixed reality industrial visits for Diploma in Engineering: Dr Tiyamike Ngonda 3.3.2. Student international engagement Five postgraduate students created biographies to celebrate successes despite studying in a language that was not their mother tongue. These stories were displayed during graduation week.

3.4.

• • • •

The Language Unit is conducting research on multilingual teaching practices and the decolonisation of the language curriculum.

•

Current projects in development include community-related projects with predominantly female students and interdepartmental collaborations between researchers.

Prof Opperman and Mrs Hanekom are part of the CPUT Food Security Task Team.

Cape Peninsula University of Technology

Faculty of Informatics and Design (FID)

3.4.1. Participation in transformative conferences

3.2.1. Research initiatives on multilingual teaching practises and decolonisation (SDG 4)

3.2.2. Research on food security and CPUT food security (SDG 1, 2 & 5)

Faculty of Engineering and the Built Environment (FEBE)

Amanda Morris, panel member – Ethics of Care, HELTASA ECP colloquium, August 2021.

Amanda Morris presented with Dr Lynn Coleman on Writer Identities at HELTASA ECP colloquium, August 2021.

Sisanda Nkoala (Journalism) was awarded Riftal funding to pursue a study on the use of multilingualism in the contexts of emergency remote learning.

Sisanda Nkoala was awarded an Early Career Conference Grant by the Association of Commonwealth Universities to participate in an upcoming conference.

Further developments of the 2022 joint collaboration are between CPUT Media and Design and Hochschule Hannover on sustainable fashion.

3.4.2. Research initiatives in the Faculty (a) Feminism, gender, diversity, media and technology (SDG 4 & 5) Research articles that focus on gender, media and technology have included the following: • MDRC: research planning meeting conducted (to conduct research seminars).

• Cheri Hugo presented at the Hydrofeminist conference Final Annual Transformation Report

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• • • • •

on 19 August 2021, exploring swimming methodology in feminist theory. Cheri used decolonisation feminist theory and the sea and swimming to think through some challenges academics face in higher education, such as race and gender but also micro aggression and subtle undermining. In this presentation, she talked about the tension of performing and doing the right thing. The paper was entitled Black feet white sand.

The conference video is available at https://youtu. be/2C5I01Snuo4 Amanda Morris: Knock: An exploration of diverse student identities in a South African design classroom.

Diane Steyn: Gazes and Gatekeeping: Reconceptualising the entrance portfolio in the postcolony.

Nike Romano: Bodies of Evidence: making in/visible histories in South African Design Education.

Cheri Hugo: On (un)becoming in Design Academia: coloured female’s autoethnography of multiplicity in post-student protest in higher education in South Africa Amanda Morris published with Dr Lynn Coleman on Writer Identities in SOTL in the South Journal.

The Research-SOS (R-SOS) programme is aimed at all staff who have not published research previously. Support occurs once a week for one hour and then daily via WhatsApp or email. R-SOS seeks to introduce research writing irrespective of position. Thus far, the HOD has co-written four abstracts (two accepted, two submitted) with two different junior staff members. The R-SOS, recently adopted as a sub-committee of the DRC, provides a platform for senior researchers to assist willing young researchers.

3.4.3. Publications that demonstrate transformation/ diversity-themed research in the Faculty (a) Multilingualism and epistemic access in journalism • Nkoala, S. (2021) Students’ perspectives on how multilingualism helps or hinders epistemic access in journalism education. In Knowledge Beyond Colour Lines. (pp 99 -114) (book chapter).

• Mpofu, Matsilele, Nyawasha. The iconography of persuasion: An analysis of political manifestos and messaging of top three parties in South Africa’s 2019 elections.

• Benecke, Muir, Porthen, van Wyk, du Plessis. The Role of the Global Capability Framework within the Strategic Communication Profession in an Emerging Post COVID-19 Context: A South African Perspective.

Development of postgrad colloquium in Media department. (b) Gender, feminism and intersectionality research • Theo, L.J. and Bechan, N. (2021) Degrees of Becoming on Recent Netflix Docu-Shows: Representations of Women in Unbelievable and Mercury 13 vs The Keepers and The Staircase. Journal of Popular

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Television, 9:2, pp. 179–193. Print ISSN: 2046-9861, eISSN:2046-987X. DOI: https://doi.org/10.1386/ jptv_00048_1 • Theo, L.J. (2021) Re-Reading Eduard Vilde’s Mäeküla Piimamees: Liminal Silence as ‘Queering’ Dramatic Irony. NORA - Nordic Journal of Feminist and Gender Research, 29(2): 96-109. Print ISSN: 0803-8740, eISSN: 1502-394X. DOI: https://doi.org/10.1080/0803 8740.2021.1882564 • Project by CCS confirmed 3rd term 2021: Clowes, L, Sanger, N, Mabenge, L, Theo, L.J. MbinjamaGamatham, A (eds.) (2022) Living African Feminist Theory: Young people’s reflections on gender, race, class and sexuality in contemporary South Africa.

African Sun Media (348 pages). (c) Access to information • Maunganidze, Golden and Matsilele, T. (2021) Ethnic Journalism as a Social Mission: An Exploration of Zimbabwe Broadcasting Corporation’s (ZBC) National FM Radio Station. In Ethnic Journalism in the Global South, pp. 171-196. Palgrave Macmillan, Cham.

• Mpofu, Shepherd, Trust Matsilele, and T.S. Nyawasha.

(2021) The iconography of persuasion: An analysis of political manifestos and messaging of top three parties in South Africa’s 2019 elections. Communicare: Journal for Communication Sciences in Southern Africa, 40(1): 67-88.

• Benecke, Dalien Rene, M.U.I.R. Clarissa, Deidré Porthen N, V.A.N. Helena and Neeltje Du Plessis.

(2021) The role of the Global Capability Framework within the Strategic Communication profession in an emerging Post COVID-19 context: a South African perspective. ESSACHESS–Journal for Communication Studies, 14(1/27): 137-159. (d) Curriculum renewal/transformation/access to information • Behari-Leak, Kasturi, Sisanda Nkoala, Goitsione Mokou and Haaritha Binkowski. (2020) Exploring disruptions of the coloniality of knowledge, power and being to enable agency as disciplinary activists for curriculum change. Journal of Decolonising Disciplines, 2(2). Doi: 10.35293/jdd.v2i2.25 • Coleman L. and Morris A. You become academic royalty once you’ve published: A social practice exploration of identity in academic writing. SOTL in the South, 5(2): 4-21.

• Morris, A. Knock Knock: An exploration of diverse student identities in a South African design classroom.

Education as Change, 25.

3.5.

Faculty of Applied Sciences

3.5.1. Community-based research (SDG 1, 2, 4 & 5) •

Current agriculture projects include community-related projects with predominantly female students and

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interdepartmental collaborations between researchers. All staff belong to one of the focus areas and research groups (e.g., Dr Okudoh, Bioresource Engineering; Dr Jackson, Environmental Chemistry, Toxicology and Remediation).

3.5.2. Food technology research initiatives (SDG 1, 2, 4 & 12) • •

• • •

In the arena of enhancing food security, the department (DFST) embraced alternative crops and protein sources (such as Bambara, moringa and millet) at least ten years ago.

More recently, the department started pursuing insect protein – Black soldier fly [BSF] (Hermetia illucens) and mealworm (Tenebrio molitor) – as alternative and sustainable protein sources.

Together with other departments such as the Agrifood Technology Station, the department took a two-pronged approach.

It does low-level research with quicker results via New Product Development (NPD) projects Likewise, the department engages in high-end research.

To assist in more such initiatives, funding should be more readily available, not be so time consuming to apply for, or take so long to release. Lab space is also essential.

3.5.3. Master’s and doctoral support • • •

The Food Technology department has produced one Master’s graduate, with a further three working in this niche area.

The first doctoral student is in the process of completing his work.

Postgraduate work takes the food-ingredient potential of BSF protein one step further: we are looking at identifying proteins with enhanced techno-functionality via the process of producing glycol-conjugates (i.e., harnessing the power of the Maillard reaction).

3.6.

Faculty of Health and Wellness Sciences (FHWS)

3.6.1. Teaching and learning research project •

The Department of Emergency Medical Sciences has a teaching & learning research project that was completed.

3.6.2. Diversity integration in Health Science education research (SDG 3 & 4) •

A staff member engaged in cultural competency in Health Science education research as part of a postgraduate study in the department of Ophthalmic Sciences.

Cape Peninsula University of Technology

3.6.3. Publications that demonstrate transformation/ diversity-themed research in the Faculty (a) Transformative pedagogy in Emergency Medical care • A research article, Fostering transformative pedagogy in Higher Education: A teaching method preference survey of Emergency Medical Care students, was undertaken in the department by Dr N Naidoo and Mr R Matthews, published in Paradigms.

• Harrison, S.G.D., Scheepers, J., Christopher, LD. and Naidoo, N. (2020) Social Determinants of Health in Emergency Care: An Analysis of Student Reflections on Service-Learning Projects. African Journal of Health Professions Education.

3.7.

Fundani Centre For Higher Education

3.7.1. BUSSE survey • • • •

The BUSSE survey was implemented to better understand our first-year students and CPUT and the diversity of needs and experiences.

As second survey, SASSE, will establish the needs and experiences of 2nd year students and beyond.

These surveys provide data on who our students are and will help make data-informed decisions.

A Service Level Agreement was signed with University of Free State to oversee the implementation of these national surveys.

3.7.2. Publications that demonstrate transformation/ diversity-themed research in the Faculty (a) Curriculum transformation • Norodien-Fataar, N. (2021) Lecturers’ accounts of their curriculum practices at a university of technology.

Perspectives in Education, 39(3):228-241. DOI:http:// dx.doi.org/10.18820/2519593X/pie.v39.i3.17 • Ganas, R, Behari-Leak, K, Chitanand, N, Sabata, S. (2021) Pedagogies for critical agency: Portals to Alternative futures. Cristal.

• M. Ralarala, S.L. Hassan and R. Naidoo Knowledge beyond the ‘colour lines’: Towards repurposing knowledge generation, knowledge sharing and critical pedagogy in South African Higher Education. Bellville and Stellenbosch: UWC Press and African Sun Media (book chapter).

• M. Ralarala, S.L. Hassan and R. Naidoo Knowledge beyond the ‘colour lines’: Towards repurposing knowledge generation, knowledge sharing and critical pedagogy in South African Higher Education. Bellville and Stellenbosch: UWC Press and African Sun Media (journal article).

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•

Hassan, S.L. (2021) Traversing autonomy pathways within a scholarship of teaching and learning programme with context as the departure point (book chapter).

• Norodien-Fataar, N. (2021) Exploring lecturers’ engagement with institutional programmes at a University of technology (book chapter).

• Esambe, E. E., Sabata, S. and Mtonjeni, T. (2021) Curriculum and academic development in an era of transformation in South Africa.

• Mashiyi, N. (2021) Language Needs of Grade R Practitioners in Linguistically Diverse South African Classroom.

• Meda, L. Pather, S. Norodien-Fataar, N. Dippenaar, H. (2021) Transforming the tutorial space to enhance knowledge sharing in higher education.

• Cupido, Xena and Gachago, Daniela. (2021) Staying Stuck…Diffracting co-creation in higher education (book chapter). (b Student access, safe and inclusive spaces • Mkonto, Nosisana and Luvuyo Kakaza. (2021) The Role of a University in Support of First-year Students (book chapter).

• Mkonto, Nosisana. (2021) Understanding Safe and Inclusive Spaces at a South African University.

• Pather, Subethra, Esambe, Emmanuel, Mkonto, Nosisana. (2021) First-year Students’ Expectations of University Experiences: Views of Students from Diverse Schooling Contexts (book chapter) • Ndlovu, Ngizimisele and Cupido, Xena. (2021) Education A Need for Pedagogical Renewal A Focus on Graduate Preparedness for Employability.

International Journal of Learning in Higher Education, 28(2):37-48.

•

•

•

•

3.9.

Centre for Innovative Educational Technology (CIET)

3.8.1. Publications that demonstrate transformation/ diversity-themed research in the Faculty (a) Inequality and COVID-19 • Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chili, M., Villiers, M. De, Felix, A., Gachago, D., Ivala, E., Kramm, N., Madiba, M., Mistri, G., Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, S., Swanepoel, M., Waghid, F. and Wissing, G. (2020) A wake-up call: Equity, inequality and COVID-19 emergency remote teaching and learning.

Post digital Science and Education. https://link. springer.com/article/10.1007/s42438-020-00187- 4?fb clid=IwAR3dWEIwpRz4r7ox3izGoj64g1Flee6eJT0IDOQ g42Mu Pkl1R7211mc7Y0M (b) Coloniality, race, social inclusion, transformative pedagogies and spaces • Stewart, K.D. and Gachago, D. (2020) Step into the

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Advancement Department

3.9.1. Financial inclusion to enhance research in Master’s and Doctoral programmes •

3.8.

discomfort: (Re)orienting the white gaze and strategies to disrupt whiteness in educational spaces. Whiteness and Education. https://doi.org/10.1080/23793406.202 0.1803760 Yusef Waghid, Nuraan Davids, Thokozani Mathebula, Judith Terblanche, Philip Higgs, Lester Shawa, Chikumbutso Herbert Manthalu, Zayd Waghid, Celiwe Ngwenya, Joseph Divala, Faiq Waghid, Michael A. Peters and Marek Tesar (2020) Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities. Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1793714 Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F. and Waghid,Z. (2020) Cosmopolitan Education and Inclusion: Human Engagement and the Self. Springer Nature.

Waghid, Z. and Waghid, F. (2020) Re-examining Instances of Cognitive Damage in South African Universities: Invoking Democratic Action Through Educational Technology. In University Education, Controversy and Democratic Citizenship (pp. 81-100).

Palgrave Macmillan, Cham.

Sosibo, Z.L and Ivala, N.E. (eds.) Creating effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity Diversity and Transformation. Vernon Press, Series in Education.

•

The Advancement department enhanced financial inclusion by raising funding for 163 postgraduate students inclusive of Master’s and PhD students.

This support contributes to knowledge production by supporting (financial) emerging researchers and postgraduate students in line with the National Development Plan (NDP).

3.9.2. Vice-Chancellor’s Prestigious Achievers Award •

• • •

This Prestigious Award is a contribution to the building of a research pipeline of the University, to the next generation of academics, and to the transformation of the education sector.

All 12 beneficiaries of the Award in 2021 were female students, all from African states or economically disadvantaged backgrounds.

The Prestigious Award is not only given to South African and African students but is open to all top performers of the University.

The students are conducting research in predominately male-dominated industries; this is a sign that the Award contributes to empowerment of women and transformation. On an annual basis, we spend R1 million on this Award (R300 000 from the Advancement department and R700 000 from The Mauerberger Foundation Fund).

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FOCUS AREA

4

SMART HUMAN CAPITAL AND TALENT – STAFF DEVELOPMENT, SAFE AND INCLUSIVE WORK ENVIRONMENT (e.g., staff development; employment equity to address equity, equality, redress, “growing our own timber”, social cohesion, diversity and inclusivity; and race, gender, language, disability, GBV, HIV/AIDS and sexual harassment). This includes strategies to enhance the quality of work life, skills development and a social responsive staff-centred environment.

4.1. Faculty of Business and Management Sciences (FBMS)

4.1.4. Training and skills development •

4.1.1. Faculty Transformation and Social Cohesion Forum • • • • •

The Faculty has established its Transformation Forum chaired by Ms Mandie Richards and accountable to the Dean Prof Paul Green.

The terms of reference have been finalised and the forum works closely with the Faculty Employment Equity Forum.

Transformation is the standing agenda item of the faculty meetings.

The Forum coordinate reports across the Faculty and reports to the ITF. All reports to the ITF are signed off by the Dean of the Faculty.

• • • • • •

4.1.2. Faculty Employment Equity Forum

•

•

•

• •

The Faculty has established its Employment Equity Forum chaired by Dr Dale and accountable to the Dean Prof Paul Green.

The Forum works closely with the Faculty Transformation Forum.

Dr Dale engaged with senior management and Human Capital to identify the coding of positions according to Employment Equity and to create departmental and faculty profiles. Thereafter, the Faculty designed numerical goals and economic objectives from 2020-2022.

4.1.3. Performance analysis •

•

The SIP unit took the lead on conceptualising, cocoordinating and developing the first ever Faculty Performance Analysis report for the Faculty which was shared electronically in December, 2020.

The SIP Unit created a SharePoint form to collate all training needs for 2021, considered by L&D to include in the Training Prospectus.

Cape Peninsula University of Technology

Dr Bell serves on the Institutional Skills Development Committee, as a member of the External Studies committee, and as a task team member with regards to the development of CPUT’s Online Academy.

The departmental strategic workshop was conducted by Dr D Bell.

There is ongoing training and skills development across the Faculty.

In the Accounting department, staff continue to work as a team, orientating and supporting new staff members, including part-time staff.

The Accounting department attended a stress management workshop and team members supported each other through a buddy/wing man system.

Staff also underwent SAGE cloud online trading.

The Accounting HOD has attended various CHEC courses and a leadership capacity development course.

Academics in the Accounting department continue to attend training on BB, Learning Course Design.

An open conversation with SADAG on mental wellbeing, as many staff members experience challenges with online work and work-life balance.

4.1.5. Studies by academic, administration and support staff •

•

• •

In the CTHS, certain staff members who are registered for their Master’s degree are also attending workshops such as language editing workshops to broaden their knowledge on research.

In Public Administration and Governance, an online postgraduate information session for prospective postgraduate Master’s and Doctorate applicants was held.

Of the 45 applicants (33 Master’s and 12 Doctorates), 24 attended the session.

Six staff members at the CTHS enrolled for their Master’s degree.

The FBMS Dean’s Medal was awarded to Ms Jodine Moses who received her Diploma in Business and Information Administration. She passed all 16 subjects with distinctions with an average of 86.29%. These

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•

•

initiatives attempt to accommodate students from diverse socio-economic backgrounds who may have various challenges, addressing them with the requisite academic resources and support.

In the BIA department, Mr Dyers and Ms Harry successfully completed the Teaching Development Programme (TDP), an in-house teaching and developing initiative from the Human Capital department to improve teaching and learning for newly appointed lecturers.

In the HR department, Ms N Brandau was awarded with a Master’s qualification.

• • • • • •

4.1.6.

Staff who attended various webinars and training •

• • •

•

•

•

•

All staff in the Faculty attended a mandatory webinar: Protection of Personal Information Act (POPIA) training.

Postgraduate: PhD Workshop: Advance research Skills by: UKZN In the BIA department and the CTHS, academic staff and postgraduate students have attended research writing and article writing workshops facilitated by various internal and external stakeholders.

Mr Dyers of the BIA department conducted a guest lecture on research guidelines for the Advanced Diploma: Hospitality Management students at the Cape Town Hotel School.

In the BIA department, Dr Kleinveldt did a presentation at the IFLA Information Technology Section open webinar series 3: Library Research Data Management Services: where are we now? International Engagement on Research Data Management practices.

Dr Kleinveldt chaired the Library and Information Association of South Africa (LIASA), Higher Education Libraries interest group (HELIG) AGM and facilitated various discussions, including virtual library orientations, social media marketing, e-book librarian, user experiences and customer care during the pandemic.

Academic staff and postgraduate students have attended article writing and presentation workshops by Dr Nyathela.

4.1.7. Participation in internal and external webinars on transformation topics The highlights include: • Webinar: Empowering Women: Oceans Decade Action Seminar by WMU/UNESCO • Webinar: Digital Innovation for Smart Shipping by World Maritime University, Malmo, Sweden • Webinar: DNV Classification Society UK: MEPC 76 regulation or Convention? By DNV UK • Webinar: Future Skills by Nautical Institute UK/WMU • Webinar: IFLA Data for future research webinar: Focused on the challenges of digital preservation of research data

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•

• • • •

•

• • • • • • • • • • • • •

University of the Free State panel discussion: What Libraries need to do to stay afloat during and after COVID-19 Webinar: #1lib1ref webinar plus Wikidata introduction Webinar: E-Portfolio Development: How to develop an e-portfolio using LMS Blackboard Disrupt Stellenbosch/Stellenbosch Disrupts: Visual redress in response to historical pain and injustice at Stellenbosch University International Women’s Day: Diversity & Inclusion in Higher Education Rethinking Internationalisation in times of COVID-19, by J Beelen, Haagse Hoogeschool Embedding intercultural & international competences in the curriculum, @Odisee an Beckers, Delphine Goethals & Petra Lommens, Odisee University of Applied Science Comparative and International Education Society (CIES) Webinar: Gender and the Schooling Imperative in Kenya and Malawi: Awardees Heather Switzer and Rachel Silver in Conversation #SafeZone #Equalityforall webinar: Why we need an inclusive university. Facilitated by HIV Aids Unit, Student Counselling at CPUT Online Course Design by Blackboard Academy (Complimentary Certification) Academic literacies as Praxis: forgoing a space in academic evaluation regimes, by Jackie Tuck and Theresa Lillis With reference to FBMS Info Hub training indicated in Focus Area 1, training was rolled out via the SIP Unit focusing on Employee Relations and Managing Poor Performance (for all FEC members) The BIA department invited Ms Gordhan, the Operations Manager at South African Depression and Anxiety group (SADAG), to facilitate a connect webinar: Burnout and Coping in the Pandemic Academic success with LinkedIn learning Staff skills development training: Info hub (SharePoint) Emerging Supervisor workshop E-portfolio Development Writing up your Research Writing skills workshop Info Hub WIL & Graduate Employability SHE training for First Aid E-cases workshop hosted by Emerald Publishing Transformation lecture: Understanding the transformation dynamics facing the Higher Education landscape in South Africa The launch of University of Antwerp Management School (Maritime & Air Transport Chapter) The Strategic Initiatives Unit (SIP) arranged a Wellness Webinar for FBMS staff, Managing Anxiety in the Workplace, led by Ms Paula Quinsee, life coach.

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4.2.

Faculty of Informatics and Design (FID)

• •

4.1.2. Faculty Transformation Forum • •

•

• • • • • • • • • • • •

The Faculty has established its Transformation Forum chaired by Ms Janet Purcell Van Graan and accountable to the Dean Prof Tembisa Ngqondi.

A meeting was held with the Dean and Assistant Dean and acting Language and Transformation coordinator to clarify how the focus and terms of reference of the FID Transformation Forum would speak to Vision 2030 and the Faculty strategic plan, with a view to supporting excellence within the Faculty.

The FID Transformation Forum held its first meeting online in late June, which served to begin to formulate terms of reference for the Forum by engaging with staff within FID and to develop a plan of action for the remainder of the academic year.

The Forum consists of departmental representatives, Assistant Dean and FID language coordinator.

The FID Transformation Forum committed to hold two online seminars in the second part of 2021 to focus on several issues of language and gender: Student experience of language, including that of international students Multilingualism within the curriculum Institutional language interfaces Translanguaging possibilities within the curriculum The hidden curriculum: making the implicit explicit How students can leverage their own cultural capital: vertical power LGBTIAQ+ inclusivity and sensitivity The Ethical community: building student collaboration The Faculty Transformation Forum coordinate reports across the Faculty and report to the ITF. All reports to the ITF are signed off by the Dean of the Faculty.

New appointments in the faculty are: • Design staff member Simphiwe Dumengane appointed as junior lecturer on contract and mentored by Diane Steyn, who retired at the end of October 2021. Simphiwe is an alumnus of the jewellery programme.

• Additional positions listed as ‘vacant’ will effect transformation in the department. Equity statistics and goals are reviewed in each interview.

4.2.3. Training and development The following training and development initiatives were implemented: • Use of multilingualism in assessment (Sisanda) • MS Office 365 Leadership Development • Coaching Programme for Course Coordinators/Line managers (Hermon) • Training and Development Programme (John) • Diversity and inclusivity training online seminar offered by CPUT, attended by lecturers 4.2.4.

• • • •

4.2.2. Employment equity • •

• •

The programme staff are racially diverse but there could be activities designed to develop more cohesiveness.

The ECP design staff complement is working towards better racial, language and gender representation, having applied for a contract/junior position for a staff member who is retiring to mentor a younger staff member of colour as a succession plan.

The department employment equity is balanced in terms of race and sex.

During 2020, the Faculty filled three management positions: HOD: IT Department; HOD: Architectural Technology & Interior Design; Faculty IT Coordinator.

Cape Peninsula University of Technology

All three appointments took effect January 2021.

Forty-four vacant positions as of 31 January 2021: 16 at various stages of the recruitment process; seven to be readvertised (during 1st term); 12 approved for advertising; eight to be approved for advertising.

Khula-Masters mentoring project

Within Architecture and Interior Design, the HOD has established two programmes that align to human capital and talent staff development.

One is the Master’s Mentoring Programme which occurs for two hours every two weeks.

The programmes are aimed at all Junior lecturing staff who are registered or are thinking about enrolling for a Master’s degree.

The programme explores research areas, potential institutions, funding opportunities and potential focus areas.

4.2.5. Transformation related Faculty webinars •

•

FID held its first online transformation conversation with the intention to educate FID staff about the dimensions of transformation, inclusivity and diversity. Dr Nyx McClean, Lecturer in the IT department, spoke on the topic What is an inclusive university which was attended by 27 people, including faculty from FID, external faculty staff, SRC members and postgraduate students.

The discussion sensitised staff to language in relation to gender and identity and reflected on the intersectional nature of inclusivity followed by discussion leading to

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• • •

improvements in how we structure and offer these conversations.

Several FID staff attended online webinars during the third quarter which include: FBMS Language seminar Rethinking and Repositioning Transformation within One Smart Vision 2030, with Prof Rozena Maart

4.3.

Faculty of Applied Sciences

4.3.1. Faculty Transformation Forum • • • • •

The Faculty has established its Transformation Forum chaired by Prof Karabo Shale and accountable to the Dean, Prof Joseph Kioko.

Terms of reference have been finalised and approved.

Transformation is the standing agenda item of the faculty meetings.

The Forum coordinate reports across the Faculty and report to the ITF. All reports to the ITF are signed off by the Dean of the Faculty.

•

• •

•

•

4.3.2. Employment equity Employment equity is addressed when new staff are appointed.

The department has not had many new posts available. The department has applied for NESP as a method of addressing transformation of the staff but are awaiting confirmation.

Currently in the Conservation and Marine Sciences department, 47% of the staff are female and 53% are male, 29% white, 67% coloured, 6% black and one foreign national.

4.3.3. Training and development •

• • • • •

The Agriculture staff attended and are continuing to attend BB workshops through CPUT as well as accredited training, which Dr Mundembe completed through the Blackboard Academy on Course Design and Development.

The ‘in-house’ Blackboard training has been effective (from a personal perspective); the e-Learning department’s support has been highly appreciated.

Staff are all encouraged to attend training courses for teaching and learning, research and administrative leadership development.

The Food Technology department are providing training opportunities for the two young lecturers.

During the pandemic, a flexible approach was taken if, for example, staff were challenged in their home environment precipitated by the absence of childcare.

Several attempts were made to modify the way Food

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Technology department work to make it easier to adjust to the ‘new normal’, e.g., simpler format of Minutes to enable the Dept. secretary to produce an ‘action memo’ within three days of meeting.

The HOD planned one-on-one meetings with each staff member to identify their most pressing challenge in the workplace with a view to find a solution and to identify one training event that would help the most (to this end, staff were asked to identify where they see themselves in five years’ time).

Three staff members were supported to apply for Ad hominem promotion to Senior Lecturer.

Noise-cancelling headphones were acquired for all staff to empower staff to participate in virtual activities without interference by their immediate (home) environment.

Funds for editing are needed to create video clips that are professional, for long-term use.

The Language Unit offer IsiXhosa and Afrikaans courses for staff to equip staff with the basic conversational skills for communicating at a basic level in these languages. This way, the workplace in more inclusive for them and for the speakers of these two languages with whom they engage and communicate.

Staff are encouraged to attend training courses for teaching and learning, research and administrative leadership development.

4.4.

Faculty of Engineering and the Built Environment (FEBE)

4.4.1. Faculty Transformation Working Group (TWG) • • • • • • • • •

The Faculty has established its Transformation Working Group chaired by Ms Ayesha Reiners and accountable to the Dean: Prof Marshall Sheldon.

The Faculty Transformation Working Group (TWG) is an integral part of the FEBE alignment.

The Terms of Reference for the TWG were drawn up and approved by Faculty Management on 17 February 2021.

Representatives have been nominated as tabled in the agenda of the management meeting held on 26 February 2021.

The first meeting of the TWG took place in March 2021.

The seven focus areas were discussed at the meeting of the newly aligned working group forum.

The activities of FEBE in the seven respective focus areas are reported in terms of CPUT’s One Smart Vision 2030 Strategy.

The Forum coordinate reports across the faculty and report to the ITF. All reports to the ITF are signed off by the Dean of the Faculty.

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4.4.2. Employment equity initiatives

•

The Forum coordinate reports across the faculty and report to the ITF. All reports to the ITF are signed off by the Dean of the Faculty.

All new vacancies filled consider the employment equity analysis when assessing candidates for recommendation for approval.

•

Key workshops included: • Understanding employment equity (EE) in a transformative context • Transformation planning and implementation • Transformation, decolonisation and a third possibility for the University.

• The objective of these two training sessions was to build the capacity of the Faculty members of TWG to enable EE implementation based on the Faculty EE plan within the Faculty transformation plan, and to enable departments and the Faculty office to provide input into the faculty EE and transformation report.

4.5.2. Training and development Key highlights include: • Creation of lecturer association to promote collaboration and cooperation for community engagement projects.

• Organisation of virtual platform for sharing ideas and opinions.

• Induction workshops for staff focussed on capacity building based on University policies on diversity, GBV, sexual harassment, inclusivity and equality.

• Posters distributed via class representatives to create awareness.

4.4.3. Staff development and training • • • •

• • • •

The Faculty staff induction for all new staff was held on 29 & 30 March 2021.

Three new HODs who started in 2021 also attended a leadership training and development programme under the Learning and Development Unit.

The Faculty staff were trained in online assessments methods and security and integrity of online assessments.

In addition, some training sessions were to build the capacity of the members of the FTWG and to enable EE implementation based on the faculty EE plan, within the Faculty transformation plan. These include: Understanding employment equity (EE) in a transformative context Transformation planning and implementation Transformation, decolonisation and a third possibility for the University The distinguished Professor Lesley Le Grange provided webinar training on decolonisation and language.

4.5.

• • •

The Faculty has established its Transformation Forum chaired by Dr Mumsie Kuzwayo and accountable to the Acting Dean: Prof Lungi Sosibo.

The Deputy Chair of the Faculty Transformation Forum is Mr Clive Brown.

The terms of reference were finalised and approved.

Transformation is the standing agenda item of the faculty meetings.

Cape Peninsula University of Technology

Faculty of Health and Wellness Sciences (FHWS)

4.6.1. Faculty Transformation Forum • • • • •

The Faculty has established its Transformation Forum chaired by Dr Nicole Brooks and countable to Dean: Prof Tandi Matsha.

The terms of reference were finalised and approved.

Transformation is the standing agenda item of the Faculty meetings.

The Forum coordinate reports across the Faculty and report to the ITF. All reports to the ITF are signed off by the Dean of the Faculty.

4.6.2. Employment equity •

Faculty of Education

4.5.1. Faculty Transformation Forum •

4.6.

• •

The employment equity profile of the Faculty and departments are regularly reviewed with HR and our Faculty transformation representative, with regular reporting of EE statistics.

Faculty appointments consider the equity profile and Faculty needs to ensure that institutional and national equity targets are considered.

Transformation is considered when appointing new staff to ensure that departmental staff profiles demonstrate diversity, equity and equality.

4.6.3. Development and training •

The Faculty aims to ensure that academic staff are engaged with studies towards higher qualifications to

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• • •

•

• • •

ensure that all our academic staff are in possession of a minimum qualification of a Master’s degree.

Staff are encouraged to complete a PhD to grow the research of departments and the Faculty.

Non-academic staff including technical, support and administrative staff are encouraged to explore opportunities for training to facilitate career development.

The Faculty strives to ensure that personal development plans are in place for all staff managed by the HODs. There is a drive to have regular performance discussions with all staff to ensure that career pathing and professional growth and development of staff is prioritised.

The Faculty, in support of the Nurturing Emerging Scholar Programme (NESP), will encourage departments to submit NESP applications by recognising students in their final year of undergraduate studies with a potential for a career in academia.

The Faculty has a successful candidate appointed by DHET for one of our departments.

Staff are consistently encouraged to improve their skills in online teaching strategies and inclusive teaching.

Staff have attended and are still attending various workshops/conferences/seminars such as Office 365: Teams training; Learning to learn with WhatsApp; HDC Digital training for supervisors: online; Supervisor workshops; BB collaborate training; Ethics of AI; 2020 Unisa Western Cape Academic Development Symposium, COVID-19: How to put on and remove personal protective equipment (PPE); Proposal building workshop; Quantitative Data Analysis workshop (SPSS); and Academic paper strategy workshop and writing for publication workshop. High risk staff members have been accommodated to work from home as far as possible during COVID-19 pandemic.

A mind shift in thinking transpired in the Department of Nursing Science, expanding the role of educators to more hands-on practical skills in the vaccination centre, with teamwork of mentors and educators and scheduling their work rosters differently. Transformation is change: we keep up with the changing needs of the community serving staff, students and the public. This was the first time the public has been served by a diverse group of nursing academics and mentors on campus.

4.7.

Fundani Centre for Higher Education

4.7.1.

Training and development

•

Fundani conducted the following training and capacity building on the following:

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• • • • • • • •

Online personal mastery series Alignment to V2030 (Phase 1 – Vision and Mission) Benchmarking CPUT/DUT The PGDip (HE)(T&L) is in the second year of the current phase with the Research in Higher Education module run in the first semester.

Regular committee meetings are held in terms of recirculation of the programme which will address issues of transformation.

The Scholarship of Teaching and Learning Programme (SoTL) Monthly workshops were held via MS Teams on how to conduct research in education.

A session entitled Self-care during a time of radical flux was hosted virtually on 30 April 2021. A repeat session is planned for mid-May, tapping into expertise within CPUT by partnering with students.

4.7.2. Employment equity Key highlights include the following: • The recruitment of the academic literacy was completed.

• The Institutional Language Coordinator Job Analysis was finalised and tabled at the Senate Language committee for noting; thereafter it is sent to the Staffing committee for noting.

4.8.

Division of Student Affairs (DSA)

4.8.1. Training and Development •

• • •

All departments and units within DSA attended the Vision 2030 DVC Operations strategic planning two-day workshop. The purpose of this workshop was to improve integration amongst the different departments and units within the DVC operations and other stakeholders.

Campus Health Clinic: COVID-19 Vaccine Training with Department of Health (DOH) is in progress.

The informative workshop on Transformation with Student Affairs: Towards Policy Development were attended by all departments and units.

Student Governance and Leadership Development (SGLD) staff underwent the following training: - Facilitator, Assessor & moderator Training: Mr Telane 12 -17 October 2020 - First Aid Level 1 Training 3 December 2020: Mr Ndevu Ms Hara & Ms Gulu - SHE Health & Safety Rep Training: 27-29 Jan 2021 Ms Hara & Mr Biyana - SHE Health & Safety Rep Training: 3-5 February 2021: Ms Desiree Thomas - Ms M. Hara attended women empowerment staff development by the HERS-SA Academy

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The HODs of Student Counselling and Disability Units attended SHE function representative training.

Student Counselling Internal Staff Peer Support group were hosted once a week, with the aim of offering staff an opportunity to support one another, debrief about personal and student challenges and share resources to maintain self-care and development.

The Annual Staff Development Programme gave each staff member the opportunity to present current knowledge (based on articles, research, industry partners) on student support and psychological matters with fellow staff, to create opportunities for engagement, knowledge sharing and CPD points acquisition.

The HIV Unit attended to COVID-19 awareness, prevention and training. A marketing and communication strategy is in place in partnership with the Marketing and Communications Department (MCD).

Student Counselling, on request from Faculties, are facilitating workshops to staff on managing student support needs and discussing protocol for dealing with students in crisis.

Academic staff deal with student challenges and crisis on a frequent basis and often find it difficult to maintain their roles and personal boundaries. This affects staff wellness.

Being equipped with the right tools and understanding the resources available to them may assist staff to better manage these situations and safeguard their own wellbeing.

4.9.

Community Engagement and Work Integrated Learning (CE & WIL)

4.9.1. Training and development • • • • • • •

The SLCE has provided part-time employment to students and alumni from diverse groups to lead Civic Engagement projects.

These students had induction and weekly meetings besides attending the training sessions and sessions with their assigned student project team.

The groups are diverse undergraduates and postgraduates, including international students.

Unemployed community invigilators, trained by the SLCE Units, have been provided with part-time contracts to invigilate the NSC examination.

A staff wellness programme was planned to improve staff morale and build a sense of unity and inclusiveness.

Some projects were delivered at various schools in the area.

The first online Student Leadership academy was presented by the Service-Learning (SL) and Civic Engagement (CE) Units.

Cape Peninsula University of Technology

•

Students work remotely in intercultural, multilingual, multidisciplinary and multi-level project teams.

4.10. Advancement department 4.10.1. Training and development • •

Five staff members attended the SHE representative training online.

Two alumni webinars (Staying alive in the current labour market crisis and The role of vaccines in prolonging human life) were held.

4.10.2. SAP digital transformation • • • •

CPUT’s Centre for Enterprise Research, Partnership and Innovation in Africa (CERPIA) launched a ‘Digital Transformation’ project in 2019.

The aim of the project was to provide SAP training to 100 women, to transform access to technology skills, and especially SAP competency.

Twenty-five (25) female employees of CPUT were trained as facilitators of SAP and over 80 female students have received SAP skills.

The project improves employment opportunities of CPUT students. The Advancement department secured a R1 million MICTSETA contract in August 2021, whereby several CPUT students received SAP and graduated in March 2022.

4.11. Marketing and Communication Department (MCD) 4.11.1. Awareness and capacity building on vaccination • •

MCD produced the 2021 CPUT wall and desk calendars for staff, with information related to COVID-19.

The calendars contain facts about safety and awareness around the vaccination programme, increasing knowledge around the disease and dispelling myths and disinformation that could potentially prevent staff from getting vaccinated, and thereby improving the quality of staff work life and creating a socially responsive staffcentred environment.

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FOCUS AREA

5

SMART INTERNATIONALISATION (e.g., How do you expose staff or students to local, national, continental and international platforms to enhance transformative knowledge? This includes responding to social and economic challenges at local [CapeVision2040], national [NDP], continental [Agenda 2063] and international [Agenda 2030/ Sustainable Development Goals] contexts.)

5.1. Faculty of Business and Management Sciences (FBMS) Dr Bell in the SIP Unit has developed Smart Internationalisation for the FBMS as part of the overall strategy for the Faculty and coordinated and facilitated the Faculty’s Strategic Planning workshop at the Cape Town Hotel School to get feedback and input from HODs to finalise the Strategic Plan.

•

5.1.2. Internationalisation of staff initiatives •

5.1.1. Internationalisation of student initiatives •

•

•

•

•

Students in the FBMS were encouraged to participate in virtual exchange programmes offered by our partner universities. Four students from the FBMS participated in the global classroom with Osnabrück University in Germany resulting from our MoU. Four 3rd year female students were selected to represent the BIA department, the University and the country on an international student exchange programme in Moscow and Belgium, Term 2 and Term 4, respectively.

Twenty (20) CPUT students were invited to participate in the online business game simulation (TOPSIM) with one of our partners, Münster University in Germany.

Student groups were comprised of SA students from three HEIs and students from universities in Germany.

This was run in September 2021. The Entrepreneurship department continues engagement with the Nigerian university, Obafemi Awolowo University. A proposal for a virtual Certificate Course in Developing an Entrepreneurial Mindset was reviewed.

Four CPUT exchange students participated in the global classroom virtually at Osnabrück University in Germany.

This opportunity is realised through the Faculty’s strategic partnerships with international universities.

Three students from the following departments – GCM and Internal Auditing & Financial Information Systems – participated in the MSB Summer School- FH Münster and have successfully completed the programme. The students participated in a course called Cross-border Entrepreneurial Ecosystems. These opportunities are

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made possible through strategic partnerships.

Ms Simone Thomas, a Doctoral candidate in the Marketing Department was invited to participate in a student roundtable discussion at an IEASA conference.

•

•

•

•

In the Marketing department, academics engaged with international partners and have taught international courses remotely in collaboration with the Romania/ American University, Romania and Anhalt University, Germany.

The Marketing department is the custodian of a MoU with Hochschule Koblenz and a Romanian American University. The department aims to expand its formal collaborations with other universities to improve teaching and learning, research output, student and staff engagement and mobility. One such collaboration, the MoU with Hochschule Koblenz, led to a three-year job and doctoral degree opportunity for a postgraduate student of the department starting in February 2021. She has commenced employment with and studies at Hochschule Koblenz. She was in South Africa due to the COVID-19 restrictions and lectured remotely for the German university. The department hopes to replicate these types of benefits for students and staff through engagement with existing and new collaborations.

The Accounting department had SAIPA present to the three departments with regard to the new CompetencyBased Education Framework as well as a proposed pilot to train accounting technicians. The Tax Faculty Programme also continues with the objective of training tax technicians.

Ms T. Venter was one of the five recipients of the Honorary Developing Country Scholar Award 2021 for AIESEP (International Association for Physical Education in Higher Education).

The Entrepreneurship department entered into an agreement with Obafemi Awolowo University in Nigeria.

Legal Services approved the contract. This covers staff-

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oriented research projects, staff exchanges. Dr Bell and Prof Green signed.

In 2020, each department identified a representative for internationalisation activities and the first FBMS Forum for Internationalisation took place.

The Faculty hosted the LAMIPISA Conference.

The Faculty signed an MoU with the International School of Business and Research (ISBR) in India. As a result of this MoU, Prof Green was invited to deliver a keynote address at their international conference, Global Perspectives on Business, Economy and Society for Sustainability in The New Normal.

At the CTHS, Dr Nyathela presented at the International Conference on Business and Management Dynamics.

Certain CTHS staff members submitted and had abstracts accepted for a conference in November 2021, The 8th International Conference on Hospitality and Tourism Management 2021, in line with the research The impact of COVID-19 on the hospitality subsector in South Africa.

Dr Bell was invited to participate as a member of the South African team (as a researcher) on the global Delphi study (eight teams across the globe) focused on Innovative Learning Environments – Student Experiences (ILE+SE Scoping Study). See link http://www.ilesescopingstudy.com SIP staff participated in the 2020 virtual international week hosted by Nuertingen-Geislingen University (Germany) and presented on CPUT and the FBMS to prospective international/exchange students.

SIP staff participated in the 2020 virtual international week hosted by Ingolstadt University in Germany and presented on CPUT and the FBMS to prospective international/ exchange students.

Manager: SIP, Dr Bell participated in the 1st virtual SASUF conference and presented on Childhood hearing impairments: early detection, diagnosis and rehabilitation as a member of the research project team.

SIP staff participated in the 2020 virtual international week hosted by Worms University (Germany) and presented on CPUT and the FBMS to prospective international/ exchange students December 2020.

The Sport Management Department hosted Dr Cem Tinaz from Bilgi University, Istanbul, Turkey. This is part of the Erasmus+ grant between CPUT and Bilgi. As part of the exchange, Dr Tinaz conducted a presentation to the Sport Management AdvDip class and postgrad students based on sport sponsorship, tourism and nation branding using the case of Turkish Airlines for Turkey.

The FBMS signed a new MoU with Hochschule

Cape Peninsula University of Technology

•

•

•

•

München University of Applied Sciences to enhance internationalisation activities in the Faculty.

SIP Office, hosting the Forum for Internationalisation, invited Mr Umesh Bawa (Director of International Affairs at UWC) to present on UWC’s internationalisation activities during COVID-19.

Dr Diane Bell co-presented a workshop for Sol Plaatjies University on Research Mobility Awareness and Enhancement with Mr Umesh Bawah from UWC at their Annual SPU Research Symposium.

SIP Unit showcased the Faculty during International Week at Nuertingen-Geislingen University (NGU) and presented virtually and featured in the travel book.

SIP Unit supported a successful application for BOC/ SANORD Scholarship MTech student (Sport Management).

The student will spend a semester at Karlstad University in Sweden in the later part of 2022.

5.1.3. Faculty transformative programmes and webinars •

•

•

•

The Faculty hosted a Women’s Day webinar; the theme Choose to Challenge highlighted the challenges and strides women have made, and emphasised the importance of women owning their spaces and providing networks for each other, as achieving gender equality required engagement from all stakeholders. The platform was shared by an array of trailblazing women. Link to the article of the event, Celebrating women’s contributions and successes - CPUT. The Faculty hosted a webinar on decolonisation; the guest speaker Dr Mlamuli Hlatshwayo presented on Decolonising the curriculum: from theory to practice. Dr Hlatshwayo is serving nationally as the project manager in the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) National Interest Group on Decolonisation (Knowledge, Curriculum and Pedagogy).

The Faculty hosted a language webinar and the theme, The use of differentiated language teaching strategies during the COVID-19. The keynote speaker, Professor Sivakumar Sivasubramaniam, presented on the topic Engendering a Culture of Wellbeing in Language Teaching During the COVID-19 Pandemic: Coming to Terms with an Ecological Perspective and Dialogism.

The Faculty hosted a Heritage Day webinar entitled Celebrating Heritage Day amid COVID-19 and insurrection: Quo Vadis South Africa? The Keynote speaker, Professor Rajend Mesthrie, presented on the topic Injections, insurrections, inheritances: thoughts on heritage today.

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The Faculty’s Language Unit coordinator, Dr JaneFrancis Abongdia, organised a successful Heritage Day celebration. Theme: Our heritage: Unity in diversity.

Keynote address: Prof Vuyokazi Nomlomo, Dean of the Education faculty, University of the Western Cape.

Students presented poems and songs in isiXhosa, Afrikaans and French. The topic highlighted a need for continued dialogue at CPUT to ensure that diversity and inclusivity is celebrated.

The Faculty hosted the 6th Annual Diversity webinar with the theme Disrupting the Status Quo: Networks to Create Employability engaging speakers who shared insight as to the various networking opportunities and innovations, including Ms Vusi Vokwana, of Kasi Katalyst, Ms Phindile May, Mr Awiwe Jacobs and Mr Mzovuyo Mabandla of Urban Tshisanyama, and Mr Gerhart Wiencke of Urban Oasis Apart Hotel. Link to webinar Disrupting the status quo - CPUT and link https://ca-lti.bbcollab.com/recordin g/316bc59abb6c4eacb109870cf55f8cca to recording.

The Faculty hosted the Hybrid 7th International Conference on Business and Management Dynamics (ICBMD) (Durban/online). The theme: COVID-19: Reshaping Sustainable Development Goals Implementation in the World.

Dr Michael Twum-Darko: ICBMD Convener and Editor-inChief of Conference Proceedings.

The Sport Management department played a leading role in hosting the 5th International Conference on Events (ICE), Making New Waves in Africa. This brought together 140 delegates from other universities as well as local government and industry partners, representing 20 nationalities. Associate Professor Brendon Knott of the Sport Management department served as Conference Chair.

The Faculty hosted the Annual FBMS best practice seminar via a webinar on the BlackBoard platform.

Theme: Extraordinary times in Higher Education: Challenge or Opportunity? The Keynote Speaker, Director of Fundani Dr Xena Cupido, presented on ReTurning to a Pedagogy of Love in a State of Flux: Disruptive Times Disruptive Measures. The webinar included lecturers from the various departments who shared their practices pertaining to Learning, Teaching and Assessment and reflections as to teaching in an online environment. The presentation resonated with staff as it focused on the fundamentals which go beyond the walls of academia so that the ripple effect is felt in communities.

5.1.4. Faculty resource mobilisation initiative to enhance economic inclusion •

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5.2.

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Faculty of Engineering & the Built Environment (FEBE)

5.2.1. Faculty resource mobilisation initiative to enhance economic inclusion • • •

International engagements – SATREP (DSI/JICA) – R60 mil equipment donation and skills transfer.

GETF (Global Environment and Technology Foundation) – R6 mil equipment donation (USA); lab launch Oct. (2021) Sweden/ Serbia/SA/China Bridge in Electrification of transport.

The PEESA III project is a three-year project, comprising five European and four SA members. The purpose of the PEESA III meetings is to share experience in personalisation of Engineering education in Southern Africa through lectures, workshops, company visits, dissemination events and excursions. Through this project, CPUT developed an internationally accredited MEng in Engineering Management. PEESA III (Dissemination conference 6-7 Sep; hosted by FEBE).

5.3.

Faculty of Informatics and Design (FID)

5.3.1. International relationships and engagements •

Final Annual Transformation Report

First virtual International Conference on Business and Management Dynamics (ICBMD) on Friday, 2 October 2020. The Department of Applied Legal Studies has received confirmation of a further grant approval – an amount of $200 000.00 from the C.S. Mott Foundation (R3 259 871.58).

The joint proposal by CPUT, UP and FHNW to MOVETIA (an exchange programme by the Government of Switzerland) for modelling and prototyping enterprise solutions was approved – an amount of € 45,000 (R869 648.51).

Mr Maarten Van Doesburgh (Real Estate) hosted a practical online workshop for the South African Council for the Property Valuers Profession. Dr Diane Bell was requested to be a member of the task team working on the development of CPUT’s SMART On-line Staff Training Academy. Prof Brendon Knott - Erasmus+ Sport programme was approved and amount of €313,545.00 (R600 5917.81) received.

ATID through the initiatives of Dr Rudolf Perold have two

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existing international relationships with Hasselt University (Belgium) and Umea University (Sweden). Through eErasmus+ funding we aim to run both parallel design studios and student/staff exchange.

UHasselt-CPUT student exchange agreement was recently renewed for another five years.

All mobilities with Erasmus+ KA1 funding. Dr Rudolf Perold visited UHasselt in January 2022 to do site visits in Brussels for parallel design studio. Three outgoing staff mobilities of two weeks each were planned with Umea for 2022, as well as two incoming mobilities. Six onesemester outgoing student exchanges to Umea for 202223, shortlisting for 2022 students took place.

5.3.2. Students and international engagements •

•

Town and regional planning report a WIL project with the Design and GIS programmes. CPUT students and Michigan students collaborated on the WIL project. Students had to create map for District Six, 2018 and 2019.

ATID, through the initiatives of Dr Rudolf Perold, have two existing international relationships with Hasselt University (Belgium) and Umea University (Sweden). Through eErasmus+ funding we aim to run both parallel design studios and student/staff exchange.

5.3.3. International guest lecturing •

All mobilities with Erasmus+ KA1 funding. Incoming guest lecturer from Umea (James Benedict Brown) postponed due to travel ban. Peggy Winkels and Ludo Schouterden (UHasselt) due to be at CPUT during the week of 25 Oct for teaching and planning for parallel design studio in District Six for 2022-24.

5.4.

opportunity is used to involve staff in these initiatives.

Examples include Ms Vhangani using the partnership with University of Applied Sciences Osnabruck (UASO). DIL to offer an international workshop on pulsed-electric field and other non-thermal processes to B-degree students (formerly BTech); Dr Keyser working with a French intern from AgroSup Dijon on brewing technology.

5.5.

5.5.1. International engagements The Faculty of Health and Wellness Sciences has various international projects and exchanges to promote internationalisation.

The Department of Biomedical Science has MoUs with two universities in Europe (Thomas More and Bergen), which should continue after COVID-19.

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Faculty of Applied Sciences

5.4.1. International relationships and engagements •

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Online guest lectures were presented in October 2021 by Ms Hinrichsen and Ms Govender to students at Munster University in Germany.

The Chemistry department renewed an agreement with the Nansen Tutu Institute which included collaborations with Norwegian and French universities.

With regard to Food Technology department, The DFST has a healthy span of international collaboration, especially with French, German and Dutch partners. Every

Cape Peninsula University of Technology

Faculty of Health and Wellness Sciences (FHWS)

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In the past, Biomedical Science students have been funded to do their WIL modules in Norway at the Western Norway University of Applied Science. We hope this will continue after the pandemic.

The Department of Emergency Medical Sciences was awarded Linnaes Palme funding to facilitate staff and student exchange with Karlstad University in Sweden.

The Department of Medical Imaging and Therapeutic Sciences (MITS) has formal student exchange programmes with Odyssee University in Brussels, Belgium.

Currently this exchange programme sees students from Odyssee doing a clinical internship with MITS for three months. This exchange has seen many Odyssee students over the last few years visiting the CPUT campus and GSH Hospital where the clinical internship takes place. Three CPUT staff were also invited to visit the Odyssee University the last four years.

Due to financial constraints the department was unable to send CPUT students to Odyssee; however, discussions with Odyssee continue in the hope that funding will be made available for CPUT students to visit Odyssee University for an exchange. CPUT does not have any dedicated funding available to make a visit of our students to Odyssee possible.

An agreement between CPUT and Fonte University in The Hague, Netherlands, is in place. This programme sees one student from Fonte University undertaking a six-month

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clinical exchange programme at GSH Hospital each year.

Unfortunately, due to lack of funding, it is not possible to send any of our students to Fonte University.

MITS was asked by Hanze University in the Netherlands to accept two students for a clinical internship for a period of six months. We prepared the exchange agreement for vetting by our legal department.

Staff were encouraged to attend both national and international forums which are often on virtual platforms; staff and students are encouraged to participate. Two upcoming international events in the Biomedical Sciences department are as follows: A Laboratory Ethics webinar was organised in collaboration with the University of Zimbabwe and other universities in Africa.

A Point of Care Workshop took place involving speakers from all over the continent, including some of our postgraduate students and staff.

5.6.

Fundani Centre for Higher Education

5.6.1. International support and agreement •

•

Siyaphumelela Network Project-Fundani leads the Siyaphumelela Network Project at CPUT. The Project creates opportunities for staff to engage with international partners on issues related to student success.

This was presented at the European Society for Engineering Education (SEFI) conference, sharing the CPUT experience of students.

5.7.

Community Engagement and Work Integrated Learning (CE & WIL)

5.7.1.

International CE and WIL membership

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of these associations (e.g., conferences, academies on student leadership and community engagement).The Centre arranged a meeting with the Unit for Strategic Initiatives and Partnerships to discuss how the Unit can strengthen the internationalisation of CE and WIL. Followup meetings were arranged with the Unit for Strategic Initiative and Partnerships and the Faculties to plan international initiatives for student and staff exchange to enhance CE and WIL transformative knowledge.

The CE and WIL Centre consolidated membership fees for international, national and regional organisations such as the Talloires Network, World Association on Cooperative Education (WACE), South African Higher Community Engagement Forum (SAHECEF), Ubuntu Global Network and the Southern African Society on Cooperative Education (SASCE). A course code was created on Blackboard to accommodate the next intake of HAN students from The Netherlands in 2022. This is a collaboration between the Faculty of Education and Service-Learning and Civic Engagement Units.

Students and staff continue to play a role in the global Ubuntu Leadership Academy and are planning an academy at Robben Island.

SAHECEF membership will include student and community representation going forward. The Centre will encourage staff and students to participate in international projects and programmes. HAN University will explore opportunities for student exchange. The application process began in October 2021. The engagement of students from HAN and CPUT, using social media and Blackboard, was explored. The SLCE Units hosted the academy in 2021.

The CE and WIL Centre used its membership in international and national CE and WIL associations (such as the Talloires Network, World Association on Cooperative Education [WACE], South African Higher Community Engagement Forum [SAHECEF] and the Southern African Society on Cooperative Education [SASCE]), to involve staff and students in the activities

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FOCUS AREA

6

SMART ENGAGEMENT AND STRONG LINKS WITH QUINTUPLE HELIX PARTNERS (Smart engagement and linkages with external partners like other universities, industries, civil societies and government to enhance transformation, diversity, inclusivity and social cohesion. This includes responding to social and economic challenges at local, national, continental and international contexts.)

6.1. Faculty of Business and Management Sciences (FBMS) 6.1.1. Partnership initiatives to enhance knowledge and skills •

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SIP initiated several meetings with Black Ops Inc. to discuss a possible strategic partnership with FBMS: Marketing & GCM in the development of bespoke wholly online short courses (e.g., digital marketing).

Marketing third-year students were not placed in industry for the workplace-based learning component of the programme scheduled from 1 July-30 September. The department, however, engaged with industry to provide the students with a workplace-based project. The industry partner, Black Wolf Agency, provided third-year students with a brand marketing challenge that allowed students to investigate and respond to an authentic industry challenge that a business may be facing and provide strategies to take advantage of potential opportunities businesses may be missing.

The challenge led to 86 students working with the following brands: Primi (27 students); Pearson (21 students); Reebok (27); TEDxYouth (11).

The CTHS partners with hospitality establishments for student placement to enhance knowledge and skills.

Although a percentage of students are placed in industry, others who are not placed have been given a project for WIL. The Graduate Centre for Management (GCM) are engaged with the Technopreneurship development infrastructure for graduate employability with Snake Nation. Phase 1: Establish campus-based technology infrastructure to reskill and upskill graduates to have a technopreneurship mindset.

Phase 2: Derive ideas of new FinTech and GovTech products and services from graduates to transform the two industries to increase graduate employment opportunities.

The CTHS restaurant was graded four stars by the Tourism Grading Council.

In the Entrepreneurship department, an MoU was undertaken with the State Information Technology

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Agency (SITA) to establishing an innovation hub in the province. The Department of Entrepreneurship and Business Management initiated a request for the Chair of Technopreneurship research.

6.1.2. Community engagement and service-learning initiatives in the faculty (a) Partnership to address socio-economic empowerment, social responsiveness, gender mainstreaming, intercultural exchange and employability • Third-year hospitality management students enrolled in the event and a hospitality management module developed hospitality-related training posters to remedy the impact of COVID-19 in underprivileged communities. In 2020, engagement with Marriott International led to the identification of 16 black female students as beneficiaries to a Broad-Based Ownership Trust scheme. The CTHS engage with the hospitality industry to keep abreast of requirements to align the teaching and learning accordingly.

• The Public Administration and Governance department completed a collaboration (MoU) with the Public Service Commission.

• Peninsula Beverages and the Dept. of Entrepreneurship and Business Management expressed genuine interest in collaborating on joint projects. Stuart McLeod from Cape Peninsula Beverages offered the department an opportunity to make use of their Edu bus, to expand the CPUT footprint in terms of community social responsibility and entrepreneurial training in previously disadvantaged areas.

• The CTHS participated in a virtual heritage career expo hosted by CATHSSETA. The aim for this expo was to share information with high school learners regarding chef and beverage careers. The CTHS restaurant staff took part on the shoot, with chefs demonstrating cooking and Food and Beverage instructors demonstrating bar skills. The CTHS conducted a service-learning community engagement project with Eziko Cooking School in Langa. The CTHS helped by imparting new skills for students to bridge the

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knowledge and skills gap. The students were trained in various areas (e.g., customer service and service sequence, table setting aligning with the menu, menu planning, cost control and stock control). Each student received a certificate of participation at the end of the training.

At the Cape Town Hotel School, the ‘Reaching for Young Stars cooking competition’ took place at the One and Only Hotel. Jadon Harilall won the Young Star Chef of the Year award. Saudiqah Gelandt won the Young Star Pastry Chef of the Year award. Liyanda Madikane won second place in the Beverage Service Category. See link to the article CTHS students win big in prestigious competition - CPUT. The Marketing department revised the experiential learning to a hybrid approach and with an external Marketing company, Black Wolf Agency, students can do the live projects with the Agency. At the GCM, students are engaged with community leaders and NGOs to address social problems such as lack of employment opportunities and hunger. Launch of “The Big Thing” Centre for Business Innovation and Incubation (BIIC), worth R45 million, for three years to teach, mentor and coach 2000 SA youth to become entrepreneurs The HRM department reskilled employed graduates to provide goods and services to the Pick n’ Pay Spaza stores. The HRM 2020 newsletter was sent to the Advisory committee.

The Sport Management department held its first virtual annual Advisory Board meeting with industry committee members. As academic and financial support is pivotal to the success of students, the Faculty has secured the following: - FASSET Grant 1 for 300 students which focusses on academic support, valued at R56 000.00 per student. A total amount of R16 800 000.00 received. FASSET Grant 2, a Bursary Scheme providing academic support for 67 students, valued at R 90 000.00 per student. A total of R 6 030 000.00 received. PSETA award of R 5 031 000.00 was also secured for Work Integrated Learning for 135 students.

- The GCM/BIIC received a contract research award of R1.19 million from BankSETA to conduct research on the impact of FinTechs on the South African banking sector, its transformation and barriers to appropriate skills development for the banking sector.

- The GCM secured R1.5m discretionary funding by the ETDP Seta; bursaries to train 50 learners – Occupational Certificate: Career Development Officer.

The Accounting department connected with the

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Advisory Committee, the IIA and City of Cape Town to identify opportunities for collaboration.

The Entrepreneurship department negotiated a return of Enactus (previously SIFE) to the department to promote student engagement and learning experiences.

In the Real Estate Department, a staff member facilitated a Work School organised by the professional registration body, the South African Council for the Property Valuers Profession (SACPVP). The department is working on affiliation to South African Property Owners Association (SAPOA), an organisation for all property practitioners in the country.

The Sport Management department engaged in a COIL project with Coventry University (UK) in 2020. This was an international virtual engagement whereby students worked on an event marketing specific project.

Some objectives of the project included intercultural exchange and smart learning experiences. CPUT students engaged practically with Coventry students on a design artifact promoted by Women’s Health Magazine. Their recommendations informed the UK to host an event similar to ‘Fit Night Out’ in Cape Town.

Third-year hospitality management students enrolled for Events Management and Hospitality Management subjects lectured by Dr Nyathela and Mrs Menze, respectively, developed hospitality-related training posters for hospitality outlets in underprivileged communities. To familiarise students with the restaurant industry, the CTHS restaurant staff visited establishments in the hospitality industry take pictures of the various departments which could be shared with third-year students who were not placed for WIL and have not been exposed to the hospitality industry because of COVID-19.

Faculty of Applied Sciences

6.2.1. Partnership to enhance preparedness for the future and employability •

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The Conservation and Marine Sciences department pursued MoUs with governmental and non-governmental institutions in South Africa to enhance teaching and learning and research. This includes BOTSoc Cape Nature, SANParks, Two Oceans Aquarium and previously, DEA. The Agriculture department has agreements with other universities, including UWC as well as institutes such as the ARC where WIL students are trained. The Advisory Board provided a partnership regarding facilities and advice; regular meetings are held. The CS programme has completed a very successful service-learning project with an NGO that trains students for the food service industry.

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The Food Technology department has two service-learning community engagement projects within DFST: - Community partners include Weskusmandjie and ABALOBI. - Weskusmandjie has opportunity to procure South African Black mussel at a low price from Velddrif mussel factory (from 2019). DFST assist with product development using these mussels. This research is undertaken in collaboration with Agrifood Technology Station (ATS). Training sessions with involved students and Weskusmandjie were planned for 2021.

- Specific training workshops for Weskusmandjie for 2021 in collaboration with ATS and the Department of Environmental and Occupational studies (first workshop took place on 6 August 2021 at St. Helena Bay hotel).

- Collaboration with UWC/PLAAS on a project, Use of anchovy for direct human consumption in the context of sardine decline and variability.

- CPUT’s work on the project included nutrition (crude fat, moisture, ash, protein and fatty acids) analysis, effect of processing (smoking) on nutrition (fatty acid oxidation), which could lead to product development in future research projects (with MSc students and collaboration with industry chefs), conducting at least one two-day workshops on basic hygiene for fish processing, information about fat oxidation, and food safety during the duration of this contract. The workshops might include how to process the anchovy and should product development be concluded in time.

- The workshops were for communities on the South coast and West coast (one each). Communities where training workshops were offered were determined together with UWC-PLAAS. One community included fisherwomen from Weskusmandjie at St. Helena Bay.

6.2.2. Partnership with international community to enhance food security and employability • •

The Chemistry department renewed an agreement with Nansen Tutu Institute which includes collaborations with Norwegian and French universities.

In the Food Technology department, the DFST has a healthy span of international collaboration, especially with French, German and Dutch partners. Every opportunity is taken to involve staff in these initiatives. Examples include Ms Vhangani using the partnership with the University of Applied Sciences Osnabruck (UASO). DIL to offer an international workshop on pulsed-electric fields and other non-thermal processes to B-degree students (formerly BTech); Dr Keyser is working with a French intern from AgroSup Dijon on brewing technology.

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6.3.

Faculty of Engineering and the Built Environment (FEBE)

6.3.1. Partnership with professional bodies and international community for academic excellence and sharing experiences and best practices •

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The Faculty prepared for two professional body accreditations, namely SACQS (South African Council for Quantity Surveying) for two programmes and ECSA (Engineering Council of SA): a total of five departments covering 15 programmes.

The Faculty reviewed all existing agreements to assess the mutual benefit and alignment with our Vision 2030.

The Faculty engaged with the AIE (Academic Institute for Excellence), a private TVET institute regarding an agreement for the delivery of practicals using the CPUT facilities.

Other international partnerships include: - SATREP (DSI/JICA) – R60 mil equipment donation and skills transfer - GETF (Global Environment and Technology Foundation) – R6 mil equipment donation (USA); lab launch Oct 2021 - Sweden/Serbia/SA/China Bridge in electrification of transport - PEESA III – three-year project, comprising five European and four SA members. The purpose of the PEESA III meetings is to share experience in personalisation of Engineering education in Southern Africa through lectures, workshops, company visits, dissemination events and excursions. Through this project, CPUT developed an internationally accredited MEng in Engineering Management.

6.4.

Faculty of Informatics and Design (FID)

6.4.1. Partnership to enhance the curriculum, digital transformation and community engagement •

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The ATID department has strong networks with the City of Cape Town, international universities and professional bodies that have a direct impact on the curriculum we offer.

Town and Regional Planning report one active servicelearning project in Mitchells Plain.

The Media department has a partnership with the IEC which included the involvement of students in Local Elections Media Coverage (launch). A staff member engaged with a colleague at UCT’s Centre for Media Studies to plan an event for students on television and political

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communication. She is also part of an international project called Revolutionary Papers which has various aspects, including the development of a digital platform for teaching.

The Film and Photography Advisory Board students were invited to partake in DIFF film market pitching panels and educational seminars. We have an active Industry Advisory committee, and our chairperson, Mr Ngada, is active in the industry. We have alumni as members and other leading agencies, NGOs and corporates that are active in our industry. The curriculum, especially in Public Relations Practice 2, allows students to apply their acquired learning to NGOs in assisting with hands-on solutions.

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Faculty of Health and Wellness Sciences (FHWS)

6.5.1. Partnership to enhance internationalisation, exchange programmes and employability •

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Some departments in the Faculty have numerous links with other universities in the region, including UWC, UCT and US. Staff and postgraduate students are involved in several collaborative research projects with these institutions. The Cardio Metabolic Health Research Unit is an example of this. The regular meetings between the HODs of TUT, CUT, DUT and CPUT allow for maintenance of linkages pertaining to programme offerings and research.

Links and partnerships with both private and public laboratories, practices and various placements in industry have grown significantly as students are placed for WIL. Forming new partnerships was explored to identify and respond to social and economic challenges where the department plays a significant role. The advisory roles of external stakeholders and industry partners on advisory committees for departments were strengthened to ensure continued support for offerings of all programmes.

Staff have strong relationships and links with the professional associations such as the Health Professions Council of South Africa, South African Dental Technology Council, South African Nursing Council and South African Optometric Association. Staff are encouraged to serve on these committees and strengthen relations and partnerships. Staff are encouraged to partake in CPD activities to keep abreast with national and international knowledge and ensure CPD compliance. Students are encouraged to become members and attend educational events.

A bi-lateral agreement signed with Western Cape Government Department of Health is in place and this relationship will continue. This agreement provides for collaboration with the WCG and ensures equitable access to the clinical platform for our students. The Faculty

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responds to events of national importance such as the COVID-19 pandemic. In this regard, the Faculty has provided input and advice on various forums such as the COVID Health Cluster and Higher Health during the pandemic and is involved with the upcoming COVID-19 vaccination project involving the Nursing Science department staff. Small articles have been written for the Conversation and local newspapers explaining the role of laboratory testing. In addition, the department and the Cardio Metabolic Research Unit have a joint project with US examining the severity of ICU COVID patients.

Other key partnership initiatives in the Faculty of Health and Wellness Sciences include the following: The Department of Biomedical Science has MoUs with two universities in Europe (Thomas More and Bergen). It is envisaged that these will continue after the COVID-19 pandemic. In the past, Biomedical Science students have been funded to undertake their WIL modules in Norway at the Western Norway University of Applied Science; we hope this will continue after the pandemic.

The Department of Emergency Medical Sciences was awarded Linnaes Palme funding to facilitate staff and student exchange with Karlstad University in Sweden.

The Department of Medical Imaging and Therapeutic Sciences (MITS) has formal student exchange programmes with Odyssee University in Brussels, Belgium.

This exchange programme sees students from Odyssee doing a clinical internship with MITS for a period of three months. This exchange has seen many Odyssee students over the last few years visiting the CPUT campus and GSH Hospital where the clinical internship takes place. Three CPUT staff were also invited to visit the Odyssee University the last four years. Currently, due to financial constraints, the department is unable to send CPUT students to Odyssee; however, discussions with Odyssee continue in the hope that funding is made available for CPUT students to visit Odyssee University for such an exchange. CPUT does not have any dedicated funding available to make a visit of our students to Odyssee possible.

An agreement between CPUT and Fonte University in The Hague, Netherlands, is in place. This programme sees one student from Fonte University doing a six-month clinical exchange programme at GSH Hospital each year.

Unfortunately, due to lack of funding, it is not possible to send any of our students to Fonte University.

MITS have been asked by Hanze University in the Netherlands to accept two students for a clinical internship for a period of six months. We prepared the exchange agreement for vetting by our legal department.

Staff are encouraged to attend both national and international forums which are often on virtual platforms and staff and students are encouraged to participate. Two upcoming international events in the Biomedical Sciences department are as follows:

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A laboratory ethics webinar was organised in collaboration with the University of Zimbabwe and other universities in Africa.

A point of care workshop involved speakers from all over the continent, including some of our postgraduate students and staff.

Faculty of Education

6.6.1. Partnership initiatives Initiatives included the following: • Collaboration with the Western Cape Education department, NGOs and various partners.

6.7.

Division of Student Affairs (DSA)

6.7.1. Partnership initiatives to enhance referrals, sharing of knowledge and awareness raising Key initiatives included the following: • DSA partnership with the SAASSAP (Southern African Federation for Student Affairs and Services) for sharing lessons and best practices.

• Through Student Counselling, CPUT is a member of the South African Association for Counselling and Development in Higher Education, where SC attends quarterly regional meetings with HEIs in WC represented.

Best practice, challenges, opportunities and resources are shared to ultimately improve engagement practices.

• This included other partners as well: - Department of Social Development - Other civil societies like Stop Trafficking, SANCA and Cape Mental Health • These partnerships allow for active referrals, sharing of knowledge and awareness on local, national and international student and mental health matters.

• The Disability Unit is an active member and regularly engages with the Higher Education Disability Services Association (HEDSA).

• The DU maintain and strengthen other smart engagement and linkages with external partners like other universities, industries, civil societies and government to enhance transformation, diversity, inclusivity and social cohesion.

• The Disability Unit partnerships include participation in activities of partners such as Athlone School for the Blind, Deloitte, Provincial Director of DEAF SA Western Cape, African Commission on Human and Peoples Rights (ACHPR), African Court on Human and Peoples’ Rights (ACTHPR), African Committee of Experts on the Rights and Welfare of the Child (ACERWC) and others.

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The Department of Student Health Services has partnerships with the Western Cape Department of Health and their clinics as well as relevant stakeholders.

6.8.

Fundani Centre for Higher Education

6.8.1. Partnership initiatives Key partnership included partners such as the following: • Siyaphumelela Network Project-Fundani leads the Siyaphumelela Network Project at CPUT. The Project creates opportunities for staff to engage with international partners addressing issues related to student success.

• Other partnerships include: - European Society for Engineering Education (SEFI) - Other universities such as DUT, UFH, TUT, UWC and UCT - Other civil society/NGOs such as Ilitha Labantu

6.9.

Community Engagement and Work Integrated Learning (CE & WIL)

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The activities of the CE and WIL Centre were undertaken in collaboration with external partners such as industry, societies, government (including the SETAs) and universities at local, national and international levels. Such activities include work placements of students, servicelearning and civic engagement projects and the activities of the CHEC Dual Higher Education Project (DHEP).

An institutional CE and WIL Partnership Task Team was formed to enhance smart engagement and build strong links with quintuple helix partners. The Task Team will develop its implementation plan and hold meetings to discuss how smart engagement can be promoted at CPUT. One of the key activities of the CE and WIL Centre is its commitment to the establishment and maintenance of multi-sectoral collaborative partnerships with external partners in industry, civic society, government (including the SETAs) and universities at local, national and international levels.

Activities included student work placements, servicelearning and civic engagement projects and activities of CHEC Dual Higher Education Project (DHEP).

A national SAHECEF online workshop was convened and hosted by the Service-Learning and Civic Engagement Unit on 27 August 2021 as part of the UCDG project activities. A multi-stakeholder partnership workshop was held to garner

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expo sessions. Waveren Secondary, Wolseley Secondary, Ceres Secondary, Skurweberg Secondary, Iingcinga Zethu Secondary, Hexvallei Secondary, Van Cutsem Combined, Langeberg Secondary, Masakheke High School, Ashton Secondary, Plettenberg Bay SS, Murray HS, Knysna SS, Concordia SS, Wittedrift, Imizamayeto SS, Grootbrak SS, Tembalethu, George SS, Pacaltzdorp, Parkdene SS, Bridgehton SS, Fezekile SS, Oudtshoorn HS, Morester and Aurial College. Student Recruitment presented an outreach programme by Jerusalem Ministries for the community of Delft, which included a presentation and expo at the event.

A career exhibition was held at the Langa Baptist Church for all schools in Langa.Student Recruitment participated in a virtual event hosted by Mr Cameron Dugmore, targeting high school learners as well as unemployed youth, and could be accessed via Facebook. The event included presentations from a range of speakers, which included tertiary institutions, NSFAS and other services. Student Recruitment participated in a virtual ‘Working World’ exhibition that was hosted for learners in the Eastern Cape but was accessible to prospective learners and parents in other provinces as well. Student recruitment activities were impacted negatively due to lockdown regulations that prohibited gatherings and face-to-face interactions with groups of learners.

support for the Robotics Community Engagement school project in collaboration with SUBS Robotics.

New projects continuously bring new partnerships.

Project-based learning projects during the pandemic have required lecturers, industry and community partners to reimagine their projects. The partnership task team need to meet to conceptualise.

Rhodes University offered a three-day workshop to the SLCE unit staff. Workshop planning was coordinated by the Robotics Initiative Committee.

6.10. Advancement Department 6.10.1. Partnership initiatives •

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The Advancement department forms part of the Higher Education Fundraising Forum, a community of practice that forms part of the devolved governance structure of Higher Education South Africa.

The aim of this initiative is to provide a networking platform for HEIs to collaborate on international bids, build capacity and professionalise the sector.

6.10.2. COVID response with partner organisations •

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The Advancement department raised R800,000 funding for the placement of 10 paralegal graduates of CPUT in the Office of the Master of the High Court. The interns started in February 2021 and will finish in December 2022.

The interns assisted the Master of High Court with clearing a backlog from COVID-19 destructions. This was a project of the Department of Paralegal Studies.

6.11. Marketing and Communication Department (MCD) 6.11.1. Smart student recruitment to enhance diversity and inclusivity MCD is involved in various creative student recruitment exercises conducted in various ways such as outreach programmes, career exhibitions, expos and other awareness raising initiatives. (a) School from different socio-economic backgrounds and rural schools Stellenzicht High in Stellenbosch, Ilingelethu Secondary, Wesbank Secondary and Schoonspruit Secondary in Malmesbury. Presentations were also held at the following schools in Langa: Langa High, Kulani High, Isilimela High, Ikamvalethu High.Tulbagh, Wolseley, Ceres, De Doorns, Worcester, Robertson, Ashton, Plettenberg, Knysna, George and Oudtshoorn participated in career

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As an alternative, online presentations via Zoom and MS Teams were initiated, including sessions with disadvantaged schools and schools in rural areas: - Beauvallon High in Valhalla Park, Mbekweni learners and Piketberg High matriculates. A successful webinar was held with Life Orientation teachers and Grade 11/12 learners organised by the WCED. Life Orientation teachers across the Western Cape were invited to attend.

CPUT participated in the webinar, together with UWC, UCT, US and Wits. The programme consisted of presentations by each university and a Q&A session.

Student Recruitment held a webinar for Grade 11 and 12 learners. The programme included presentations by faculty representatives.

The webinar was accessible to learners in urban as well as rural areas across the country.

Recent media coverage by the CPUT Media Liaison of the appointment of the Dean of the Faculty of Informatics and Design was well received and received regional and national coverage: Weekend Argus 24 April 2021 and ENCA on 25 April 2021. The significance of this appointment is that Prof Ngqondi is the first black female women to head this particular Faculty and considering that the design space was critiqued for its lack of transformation generally, CPUT’s appointment shows commitment to the institutional and national transformation agenda.

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SMART STUDENT ENGAGEMENT AND LEARNING EXPERIENCES (e.g., Smart student development and engagement ensuring a safe and inclusive environment within human rights and dignity perspectives. This includes ensuring equity, equality, culture, social cohesion, diversity and inclusivity [racism, sexism, xenophobia, homophobia, multilingualism, culture, gender, sexual orientation, GBV] to enhance a successful and socially responsive student-centred environment.)

7.1. Faculty of Business and Management Sciences (FBMS) 7.1.1. First-year experience and CPUT 101 initiatives Key highlights include the following: In the Business and Information Administration department, the focus on the FYE experience continued as students were provided with tools for coping at a university but also various tools and skills to assist in navigating through life.

In the Marketing department, the first-year servicelearning project was adapted to align with the COVID-19 restrictions. Students continued to engage with communities on an individual basis, creating social awareness through community involvement.

At the CTHS, the orientation programme is structured to ensure continuous interaction with students, to create a platform whereby students feel safe within the learning environment and part of the learning community. This is steered by Miss Septoe and Mrs Banoobhai-Anwar.

Furthermore, culinary lecturers put measures in place to accommodate students from various backgrounds, ensuring a safe environment for students during practical lessons while adhering to COVID-19 regulations in the culinary labs.

The Faculty included various projects for departments to integrate as part of FYE and CPUT101, all contributing to graduate attributes and global citizenship. The following FYE webinars were conducted in the BIA department.

Safe Assign Webinar for 1st year students, integrated into Business Applications 1 and applied in various subjects across subjects and levels.

The Faculty partnered with IAM in the following conversations in 2021: Sexual and Gender Diversity Webinar, Unheard Voices of the LGBTIAQ+ Youth, which provides a platform for youth to engage in discussions about sexual and gender diversity. This was attended by 936 students across the Faculty.

Gender-Based Violence, Silent Voices, Hidden Secrets,

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which provides a platform for discussions about GBV, engaged 1580 students across the Faculty in conversation. The content is facilitated by a subject coordinator in one subject and to be integrated into the curriculum.

Transformation Conversations: A participatory learning journey using the DISTRICT SIX story webinar integrated in the Diversity Management curriculum. Link to story featured on the CPUT website: Learning from our history CPUT In total, 716 students in four departments engaged in conversation with D6 educators and ex-residents to provide an encounter between students and former residents of District Six through an intergenerational storytelling session.

Emma Sadlier: Social Media & the Law Digital online module, What every university student needs to know for 3rd year BIA into the Business Applications 3 curriculum. The Applied Legal Studies, CTHS and Public Administration and Governance departments have also integrated the online module into the curriculum across levels.

A webinar for 2nd year students conducted in collaboration with IAM and co-facilitation with lecturer, Ms Richards and LSRC Chairperson, Ms Kondlo.

A webinar conducted for 1st year students in collaboration with IAM and co-facilitated with lecturers, Ms dos Santos and Ms Richards. A webinar conducted for 2nd year students in collaboration with District Six Museum, and co-facilitation with lecturers Mr Chu and Ms Richards.

Understanding the past is important for students and staff for an understanding of navigating the present and finding solutions going forward.

An initiative of the Dean of Students afforded the opportunity for 2631 students in eight departments in the Faculty to complete the Emma Sadlier Social Law Module, What every University Student needs to know. On successful completion, students received a certificate from the Digital Law Academy.

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All departments in the Faculty have worked on an orientation plan and FYE experience programme for the 2021 cohort of students; these were online and face-to-face in certain departments, pending permission and all safety protocols were in place.

The Student Representative Council, serving on the Forum, is part of a task team fostering collaboration pertaining to student development.

In the Real Estate department, although the online orientation was successfully conducted, sessions were ongoing for students who registered late. Students were introduced to academic and social support systems available, such as student counselling and Fundani.

Many students decided to help family members whom they considered to be community members. Students elected to help around the house to lighten the strain of working breadwinning mothers. They kept record of all their learning and linked it to Communication and Marketing.

In the BIA department, a Student Feedback Teaching and Learning workshop was conducted by Mr Emmanuel Esambe of Fundani for all BIA academic staff. Students are exposed to various life, social and academic skills through workshops facilitated by Fundani and external partners.

The following sessions have been conducted and were well attended by students: Emma Sadlier Social Media Module (Diversity Management – 2nd year students) Emma Sadlier Social Media Module (Business Information Systems 1 – 1st year students) Exam Question Techniques (Communication 1) All departments in the Faculty conducted assessments online or face-to-face in the assessment period in Term 2, remaining cognizant of the various COVID-19 safety protocols implemented in the institution and the announcements by the President.

7.1.3. Student engagement to enhance participation, inclusivity and employability -

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The voices of students are pivotal so as to enhance the synergy between students and the various stakeholders.

The purpose of the session was to illustrate how to use a question bank based on CPUT policy objectives, encouraging lecturers to reflect on course design and teaching practice and promote a culture of student voice inclusion in determining the effectiveness of educational practice.

The social media module was integrated into the curriculum and students, on successful completion, received a certificate from the Digital Law Society. Four hundred 1st

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and 2nd year students in the BIA department successfully completed the module. The academic programme in the first semester 2021 was successfully completed.

In the BIA department, students attended the following research writing webinars via Blackboard Collaborate: Academic Writing: Citing Them Write, presented by Lauren van Niekerk, BIA Alumna Academic Writing: Topic Analysis and Database Searching, presented by Zulaiga Davids, Faculty Librarian BIA staff have also integrated various life, social and academic skills by means of various workshops created by the Fundani Centre in conjunction with external partners as part of the FYE student development. These include, amongst others: Health living & culture; Time management; Personal Budgeting; Gender-Based Violence; and HIV/Aids The Accounting department intend to conduct a first-year student survey for insight in challenges and ways to improve engagement and learning experiences.

The staff lecturing subjects in the Advanced Diploma in Entrepreneurship are investigating the matter of an integrated business project, which will allow the incorporation of the five subjects of the programme. The objective is to integrate theory into practice, to expose students to the business environment.

In the HR Department: SABPP CPUT HRM Student Chapter virtual event via MS Teams was held to elect a new Student Chapter Committee. Five students were elected to serve a two-year term.

SABPP University Excellence Awards were awarded for the best academic achieving students in 2020.

Certificates of recognition for 2020 and 2021 were awarded to active HR class representatives in a F2F setting.

The HR Student Chapter conducted their first public campaign drive and presented an introduction to the SABPP Student Chapter.

The Faculty conducted a student survey on the first-year experience for 2021.

The departments welcomed the initiative and joined in the distribution of the faculty-wide survey. Feedback was provided to departments and results were unpacked in departments to improve and enhance the student experience.

Class representatives, tutors, mentors and student assistants assisted students and lecturers in the various groups and respective departments with academic challenges. They were also instrumental in referring students who experienced social and emotional challenges to student counselling to receive appropriate help.

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Staff in five departments in the Faculty – HRM, BIA, Management and Project Management, Marketing and the Cape Town Hotel School – assisted approximately 200 students from first to fourth year levels who were experiencing food insecurity challenges by providing food hampers and care packs for male and female students.

This was a Faculty initiative driven by Ms Karin Jonck of the HR department.

The Faculty strives to providing an inclusive environment for students and staff so that all stakeholders feel valued and respected. The academic departments play a key role in ensuring that students with disabilities are provided opportunities which will contribute to them achieving success.

Often students with disabilities do not disclose their status, as there are fears of recrimination, so statistics may not accurately reflect all students with disabilities in the Faculty. Currently there are 99 students with disabilities in the Faculty who have disclosed their status. Of the 99 students, 60 students are African and languages spoken are Xhosa, French and English; 32 students are Coloured and languages spoken are Afrikaans and English; whilst seven students are White and languages spoken are Afrikaans and English. Of the disabilities disclosed, 31 of the students have physical disabilities, 24 students are visually impaired, 23 students have specific learning disorders, ten students are hearing impaired, three students have chronic illness, three students have communication disabilities and five students have mental disorders.

In the Marketing department, service-learning (SL) projects were repurposed to the current COVID-19 environment and carried out by first-year marketing students. Students devised new and innovative contactless SL in communities. Many students decided to help family members who they considered to be community members. Students elected to help around the house to lighten the strain of working breadwinning mothers.

They kept record of all their learning and linked it to Communication and Marketing.

7.1.5. Service-learning initiatives -

Many departments, understandably, abandoned or postponed service-learning initiatives at the outset of COVID-19, but this was not the case in the Marketing department, where service-learning was restructured to suit learner outcomes. The student counselling feedback report was shared in the various departments in the Faculty and related to a survey pertaining to student

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challenges. Departments engaged in interventions to assist students who experienced various challenges.

Service-learning initiatives in the Marketing department were facilitated by students using the online platform. This had never been done before; it had always been faceto-face projects in various communities. When it came to implementing contactless service-learning initiatives, students were imaginative and innovative. For example, some students took it upon themselves to help the elderly by collecting their medication from various clinics and leaving it at the gate. Service was still delivered despite the lack of interaction.

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Mental health challenges increased during the pandemic and support was provided for students. Webinars relating to various topics regarding various challenges, conducted

by Student Counselling, were shared with students; students were referred to relevant departments for further support.

Departments engaged with Fundani and Student Affairs, collaborated with IAM and the District Six Museum and extended webinars to various levels.

On successful completion, students receive an online digital certificate from the Emma Sadleir Digital Law Academy. The Social Media online module initiated by the Dean of Students, Ms Coopoo, made available to all Faculties, contributes towards students graduate attributes as it engages students in the social ills of social media and the importance of their digital footprint.

Students who experienced various technological or socioeconomic challenges communicated timeously with respective lecturers and were afforded opportunities to complete assessments. Departments provided alternative arrangements to ensure that “no student shall be left behind”.

7.2.

Faculty of Informatics and Design (FID)

7.2.1. Orientation to enhance student engagement -

All orientation resources in the Faculty are made available to students via Blackboard. Microsoft Sway documents with all information were also created.

To avoid excluding students from accessing resources, documents were converted to PDF with links sent to students via WhatsApp. BlackBoard training was offered during orientation and catch-up sessions for students arriving after the academic programme had commenced

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The Media department achieved an average of 90% student participation in our blended learning programmes.

First year orientation was comprehensive and well attended. It included an online pack and introductory videos prepared by staff.

There are 160 Eduroam hotspots across South Africa, allowing all CPUT students access to the Internet via Eduroam.

Students also have access to zero-rated websites and the zero-rated Student VPN Portal solution at no cost to the student.

First-year orientation was comprehensive and well attended. It included an online pack and introductory videos prepared by staff.

7.2.2. Student participation initiatives The Media department typically hold class awareness interactive discussions (respect, tolerance, integrity) and awareness of CPUT support structures and facilities.

Other initiatives included: 2nd year students are engaged in JSE stock exchange competition Students making use of LinkedIn Learning Launch of involvement with IEC (local elections) LinkedIn Learning site wise-user interface and integration with Blackboard and curriculums Prior to the pandemic, Faculty had an active studentexchange programme, receiving students from Belgium, Netherlands and Germany, but we should consider implementing a practice of our students to go on exchange. These partner institutions are always ready to receive our students.

Dr Nyx McLean (IT) was a keynote speaker at SafeZone webinar on March 20 to promote inclusivity and teaches staff and students on gender and LGBTIAQ+ identities.

In May, Dr Mclean conducted training for the Institute of Justice and Reconciliation’s ambassador programme on the use of digital technology in gender justice work.

ECP Design staff Amanda Morris included diversity and inclusivity training in the first quarter curriculum of Academic and Professional Literacies.

The Applied Design first-years completed the academic and professional literacies, and the Information literacy module offered by library services, which supports their online learning competency.

In addition, all Design first-years were taught an academic literacy module with a focus on essay structure, language use, referencing and appropriate sources, facilitated by staff from Fundani, Mr Emmanuel Essambe.

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7.3.

Faculty of Engineering & the Built Environment (FEBE)

7.3.1. Orientation to enhance student engagement -

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In 2021, the first-year orientation was undertaken online with some on-campus activities for selected departments.

All departments have an orientation programme in place which is aimed at intervening into the challenges of first years. This includes challenges with connectivity and data.

First-year students were also not experienced with an online platform.

The Faculty created a faculty orientation webpage: https://www.cput.ac.za/academic/faculties/engineering/ orientation All safety protocols were in place when it came to face-toface teaching and learning.

The faculty trained tutors, mentors and ROs for the 2021 academic year.

The Faculty began the 2021 first-year experience and at-risk programme after the June tests with the motto, ‘No student should be left behind’.

Key initiatives include the following: Faculty PG welcome and orientation (online) 3 May 2021; 9 June 2021.

Faculty research methodology course (Online): 1st workshop: 21-25 June.

2nd workshop in September: 17-24 & 30, 2021.

7.4.

Faculty of Applied Sciences

7.4.1. Student engagement initiatives -

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In certain subjects in Agriculture, students were split into groups on BB, where they started their own meetings and held discussions amongst themselves, to mimic F2F group interaction, which is lacking currently.

Students discuss and debate their understanding of an assignment to which the lecturer will have access. All subjects should utilise this facility. Practical sessions in the 1st semester also facilitated interaction. Two subjects were combined in the lab and the lecturers assessed their particular section, which showed collaboration running through course subjects.

Practical Food Production classes allowed students to interact as a team. Group work took place in most subjects.

In Chemistry departments, students were made aware through the departmental student guide of the rules and regulations of the university with respect to these issues.

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It is made clear to students that if they experience any issues, they are to report these to the HOD who will take these issues further.

In Food Technology department, all staff are vigilant to ensure that any cultural or racial tension between students is summarily addressed and resolved. We have a “zero tolerance” approach to such behaviour. An example occurred during an NPD practical when students wished to rearrange groups along racial lines.

7.4.2. Digital stories to enhance communication and positive learning experiences -

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The Language Unit integrated multilingual digital story projects in the form of essays and reports that are translated in different languages with subtitles in languages other than English and vice versa.

The use of the multilingual resources listed earlier contributed to a positive learning experience for students.

Biotechnology and Consumer Sciences department subjects held discussions amongst themselves to mimic F2F group interaction, which is currently lacking. Students debate their understanding of an assignment to which the lecturer will have access.

Again, students were made aware through the departmental student guide of the rules and regulations of the university with respect to these issues. It was made clear to students that should they experience any if these issues, they are to report these to the HOD who will take these issues further.

Students were also assisted by tutors and TAs to ensure that they knew how to use Blackboard effectively; data was provided by the university. Some students were provided with loan devices, but many still did not have these access to devices.

The department implemented blended learning in 2021 because of lessons learnt in 2020.

7.5.

Faculty of Education

7.5.1. Initiatives to enhance student engagement Key initiatives include: Posters developed by students to promote awareness of university values on human rights.

Signs that were posted at entry points to make students aware of safety and hygiene protocols regarding COVID-19.

Posters were distributed via class representatives to create awareness.

• Group discussion initiatives

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These included: - Cooperative learning to promote acceptance and cross-cultural learning enhanced through group projects.

Empowerment of first-year students - Training of academic staff and first-year students took place on issues of diversity such as racism, gender, sexual orientation, GBV and inclusivity.

7.6.

Faculty of Health and Wellness Sciences (FHWS)

7.6.1. Orientation initiative to enhance student engagement -

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Students were exposed to an inclusive and transformative learning culture from the orientation programme in first year and throughout their studies.

During first-year orientation, speakers present various topics on transformation to students; students are exposed to cultural activities and provided with information on CPUT support structures.

The priority inclusion of workshops on gender-based violence, diversity, social justice, sexual harassment, inclusivity, gender equality to create and awareness followed through during the academic year is organised for students and staff during the academic year.

Programmes driven by the CPUT Transformation Office are vital for engaging students in awareness of their environment to ensure adequate support by Faculty and departments throughout the academic year.

Collaboration with NGOs to present various transformation topics to first-year students is also considered. The inclusion of elements of diversity and GBV into modules of curriculum occurs where relevant and possible.

7.6.2. Multilingualism to enhance diversity and inclusivity -

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A lecturer from the department of Wellness Sciences has done a presentation on Trusting the Process: Exploring Multimodality and Multilingualism in the Department of Wellness Sciences at the Faculty of Applied Sciences’ International Mother Language Day celebrations.

Research undertaken and published relates to transformation: smart student engagement and learning experiences.

Diversity, equity and equality are considered as selection criteria during the application process for prospective students into Faculty programmes.

In some female-dominated programmes, encouraging

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trends indicate more males entering various industries; we are noting more male applications.

During this presentation, shared reflections for using multilingual strategies (isiXhosa and Afrikaans) to engage students in class, during written assessments and practical demonstrations, were captured.

7.7.

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All departments and units within the Division of Student Affairs have orientation plans, programmes and videos.

Orientation is an important phase in student engagement.

Uptake of online counselling services showed an increase.

There is also a marked increase in emails. The majority of clients are self-referred.

Weekly lunchtime support group for returning students took place every Thursday (concluded mid-March); this programme was initiated to support students in concluding their academic activities.

The Student Counselling department utilises e-learning technology to circulate psychosocial resources to the entire student population. Mass communication occur through Blackboard. Bulk emails informed students of pertinent information related to counselling support and self-help resources.

Academic problems, depression, anxiety, adjustment disorder and rape victimisation were main reasons for seeking counselling in this reporting period.

There were a great number of awareness raising initiatives about a multitude of issues and topics, including GBV, healthy coping, suicide, mental health and academic support topics.

The Campus Health Clinic attends to health queries daily.

Furthermore, the clinic deals with referrals of COVID-19 positive cases. High risk and exposed contacts are referred to DOH isolation and quarantine facilities.

The HIV Unit is working with Sonke Gender Justice HIV Counsellors. Along with the Unit’s own counsellor, they screen students for HIV, STIs, TB, COVID-19, substance abuse, contraception use, circumcision and GBV. Two Sonke counsellors are allocated at D6 campus and one at Bellville campus The HIV Unit offers a wide variety of services including HIV counselling and testing, ongoing care and support, community outreach programmes, and workshops for the CPUT community. This includes GBV awareness raising.

The GBV emergency line is manned by the HIV Unit. The Higher Health GBV and Mental Health 24 support line is actively shared on social media pages.

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7.7.1. Student engagement initiatives -

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The HIV unit has an active internship programme.

The HOD of the HIV Unit participates in vaccinating students and staff and procured medical waste containers for the vaccination site as well.

Peer education training: As part of ongoing development, peer educators attended two training sessions hosted by the CPUT Centre for Diversity, Inclusivity & Social Change. Training session topics were Student Leadership Transformative training and HeForShe Gender Transformation training.

7.7.2. Other student engagements initiatives to enhance participation -

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The Disability Unit engages with students with disabilities on a daily basis on various platforms: WhatsApp, email, telephone and face-to-face if necessary, with all COVID-19 protocols adhered to. The Disability Unit also engages with various internal and external stakeholders to ensure full inclusion of students with disabilities in university activities.

The Disability Unit intensified support services to students during this pandemic, advocating for reasonable accommodation for students with disabilities and for universal access for students with disabilities to be fully included in student life.

The Sport and Culture department is manning a COVID-19 call centre, sharing tips with students on how to keep fit and healthy during this COVID-19 pandemic. The department is further involved in other participatory activities as follows: Arts & Culture virtual choir project Arts & Culture online debate training Social interaction between students and encouraged creativity Debating provides students with debating skills. Debating manuals are posted online, with weekly interactive training presented by former CPUT debate champions. Regular online debates are presented, encouraging participants to research topics and present arguments.

The Student Governance and Leadership Development department coordinated engagements between students (SRC, Student Structures and General Students) in line with creating an inclusive environment within a human rights perspective.

Student Governance and Leadership Development offers training in diversity and stereotyping, GBV and inclusivity.

7.7.3. Access to education initiatives to enhance student participation -

The Disability unit (DU) assisted students with various enquiries, helping with important processes such as application and registration. This included:

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Bursaries of approximately R45000 which were sourced and awarded to students with disabilities.

Financial assistance from private companies is always welcome and appreciated by students with disabilities.

7.7.5. Other student intervention to enhance engagement -

7.7.4. Other student engagement initiatives -

Interventions by the Sport and Culture department included the following: Arts & Culture virtual choir project Arts & Culture online debate training Swimming lessons The Disability Unit further assists with: Online engagement with students with disabilities on WhatsApp, email and telephone.

Training on assistive devices for students with disabilities.

Check-in sessions with students with disabilities.

In-person consultation with students with disabilities, who require it.

The Student Counselling department provides individual counselling services are to students who require this service.

Other engagement activities included: Peer Mentors, Retention Officers Student Welfare Intro.

Student leadership groups; problem solving as a leader.

A guideline on how to solve problems strategically.

Senior students support group: Lockdown Limbo-online fatigue First-year students: Adjustment support group.

EMS first year-students: Academic Enhancement Questionnaire.

First-year student adjustment support group.

Student Leadership Groups – Peer Mentor Support group: Mowbray campus.

Senior students support group: Lockdown Limbo – Stress management.

Final-year and postgraduate students. Final-Year Experience. Programme: CV and cover letter writing.

First-year student online orientation – ophthalmic sciences.

Student Leadership Groups – Peer Mentor Support group: Mentors, Wellington campus.

Students support group: Mowbray campus.

Senior students support group: Lockdown Limbo-online fatigue.

The Disability Unit presented a Women’s Day programme: Celebrating the victories of women with disabilities.

The DU had specific intervention strategies with the Residence department regarding students with disabilities where necessary.

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The uptake of counselling services increased significantly.

SC had numerous student engagement activities reaching a large number of students.

The HIV/Aids Unit has regular social media campaigns.

Virtual peer-peer discussion groups took place via WhatsApp. Campaigns covered topics such as COVID-19 awareness & vaccination, GBV, mental health and suicide, menstruation, men’s health, health & fitness.

Upcoming events and Peer Educator graduation.

The Sport and Culture department provided opportunities for: - Basketball – To get back to training and to prepare for the USSA (University Sports South Africa) tournament.

- E-Sport (Online gaming) – the CPUT club has been doing well and improving.

- Poetry – An Online Poetry Competition. All poems were written in commemoration of women and the theme, Empowered women Empower Women.

- Music – Music online has been a consistent weekly activity.

- Podcasts – There were four Podcast Series in Women’s Month; three podcasts have been recorded – Nonele Ganyile, Secretary General CPUT Central SRC; Nonkosi Tyolwana, Director of Institutional Transformation, Social Cohesion and Diversity, CPUT; and Professor Tembisa Nqgondi, Dean of the Faculty of Informatics and Design.

- Debating Council – The competition was held on a discord server. Participants had to download the server and were given a code to access it. CPUT were positioned eighth out of fourteen participating universities.

The Student Governance and Leadership Development coordinated ‘Mr & Mrs CPUT’ finals in partnership with the Central SRC. Students value the opportunity to be involved in diverse activities.

All counselling requests and general enquires are submitted to the email counselling line; the Student Counselling department respond accordingly. The communication line is accessible to all students.

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7.8.

District Six Local SRC

TRANSFORMATION COORDINATOR: WENDY KONDLO 7.8.1. Student leadership engagement initiatives: 4IR, GBV, racial stereotypes, homophobia and xenophobia -

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D6 LSRC held their first 4IR online discussion which touched base on what 4IR is about and its history.

The discussion was focused on the transition of contact learning to online learning.

Students had a platform on which to breathe and raise their concerns such as limited access to connectivity.

In an aim to fight against GBV, D6 LSRC successfully conducted self-defence workshops at different female residences.

The aim of the “SHE FIGHTS” workshop was to ensure that our CPUT female population understands their power in fighting back against GBV. As the D6 LSRC, we attempt to address and educate students on the issue of racial stereotypes.

The D6 LSRC have seen a need for more representation of SRC with regards to racial colour as we have noted the recurring pattern of students led by an all-black SRC. The D6 LSRC aims to redress this issue by educating students on what the SRC is and who qualifies to be an SRC member.

The SRC is in process of engaging structures to deploy people belonging to different races to join the SRC. In an aim to educate the CPUT community on homophobia, the D6 LSRC conducted a poetry jam session in May to discuss homophobia and what the LGBTIAQ+ community is about and the importance of creating a CPUT that is sexuality-friendly. D6 LSRC also distributed t-shirts and wrist bands to be worn by management and students to show their support towards the LGBTIAQ+ community at large.

To redress xenophobia at CPUT, the LSRC conducted a red bus tour for international students get a sense of our CPUT varsity experience.

The D6 LSRC have created a forum for international students in which they are able to comfortably voice issues they face as international students at CPUT in an attempt to solve them for the betterment of the institution. We want international students to have equal rights to SA students.

In an aim to involve international students in governance, we encourage forum members to serve as representatives in the SRC and take the ‘international relations officer’ seat to better understand the problems faced by international students.

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7.9.

Fundani Centre for Higher Education

7.9.1. Student engagement initiatives Key highlights included: • Online Mentor and Retention Officer training workshops in collaboration with Student Counselling, CIET, Disability Unit, Transformation and social cohesion, HIV/AIDS, Student Development and Curriculum Development.

• Fifty-seven students trained from Applied Sciences (18), Business and Management Science (25) and FID (14).

• Online tutor training workshops were undertaken to capacitate TAs and tutors to engage with students in the tutor or teaching assistant environment.

• Modules included a strong focus on social transformation and responsiveness like cross-cultural communication, self-awareness, learning styles to promote inclusivity, and student-centred approaches to learning and teaching.

• Eight tutors were trained from Applied Science (5), Education (5), Business and Management Science (13), FID (4) and Engineering and Built Environment (1).

• Twelve Teaching Assistant were trained online and included representatives from Applied Science (6), Education (1), Business and Management Science (2) and FID (3) • Twenty-three TAs were trained on life coaching: selfconfidence, self-awareness, goal setting and conflict management. This requires the coachee to articulate challenges and discover solutions. It is envisaged that if tutors, mentors and teaching assistants are supported, they will in turn offer superior student support.

• The following student workshops were conducted and students participated: - Literature review workshop for Brand Marketing students (full-time group) - Literature review workshop for Brand Marketing students (part-time group) - Resume development workshop for WIL Applied Sciences - Cover letter writing workshop for WIL Applied Sciences - TDP academic literacy and assessment - Language in academic writing workshop for Hospitality Management - Referencing workshop for Hospitality Management - Literature review workshop for Hospitality Management class - Blackboard basic training - Transformative student leadership training - Beautiful gate project (training of 3rd year students as tutors in Philippi) - Online training of mentors and ROs

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The ECP Unit offered free online six-month structured life coaching, support and debriefing sessions to tutors, mentors and teaching assistants who support students in ECP.

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7.10. Community Engagement and Work Integrated Learning (CE & WIL)

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Smart student engagement and learning experiences have been discussed with the Executive Director in the Office of the Vice Chancellor and the Director Transformation and a decision was made to integrate such engagement and learning experiences in the Work Readiness Programme of students who have a WIL component as part of their qualifications.

Follow-up meetings were convened to develop an integrated Work Readiness Programme to promote smart student engagement and learning experiences.

The first Student Leadership Academy: Learning for Life through Community Engagement embraces the philosophy of Ubuntu, human rights, respect and the promotion of citizenship. Approximately 60 students from various backgrounds are involved in the Academy.

Students represented their projects at the end of November 2021.

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The campaign raised funds for poor students studying EMS. The focus was on funding the equipment of such a student, an ‘adoptee; the donor will ‘adopt’ a student by funding directly through the online system.

The Advancement department assisted EMS with the online payment gateway for this project. It is worth noting that before the launch of the campaign, one person donated R4 560 via the online system. This is a sign of the campaigns popularity. More attention will be paid to economically disadvantaged and female students.

7.11.3. Digital literacy community engagement • • •

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The Advancement department secured R1.5 million funding from BankSETA to implement a digital literacy project in the Eastern Cape.

The project targeted 100 Grade 12 learners. A school in Cofimvaba was identified as a potential beneficiary of the project.

The identified school provided 103 students to CPUT. The project will provide equipment, teach learners computer literacy and basic coding and provide career guidance and counselling.

The project will be launched in June 2022.

7.11.4. Work Readiness Programme

7.11. Advancement Department Financial inclusion to enhance student engagement 7.11.1. STEM community engagement programme • • • • • •

CPUT launched R3.5 million of STEM and digital literacy community engagement projects in 2021, with financial commitment from Bank SETA and CHIETA. More than 200 basic education learners were recruited to benefit from these projects.

More learners will be recruited in the 2022 financial year.

The focus is on poorly resourced schools.

This project therefore will provide extra STEM lessons to high school learners.

The support will be provided by a volunteer group of lecturers and students from the CPUT Chemistry department and other departments.

The project will pay particular attention to female learners as a transformation agenda.

7.11.2. Adopt-a-Medic project •

The EMS department launched the “Adopt-a-Medic” fundraising campaign.

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The Work Readiness Programme is a joint initiative by multiple departments, spearheaded by Student Counselling and Student Affairs. The objective is to provide final-year and postgraduate students the opportunity to develop essential graduate attributes and skills through a series of co-curricular activities. It aims to deliver well-rounded and skilled graduates who are highly employable and able to successfully integrate into and contribute to the development of their immediate community and society in general. The programme targets four overall competencies – personal development skills, career development skills, entrepreneurial skills and information and financial literacy skills – each with a subset of competencies based on V2030 and the Critical Cross Field Outcomes drafted

by SAQA. 7.11.5. Graduate employability survey 2021 •

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CPUT conducted an online Graduate Employability Survey (GES) under the CHEC Institutional Audit project. The Advancement department was requested to conduct the survey.

The survey targeted graduates of 2018 to 2021 (a total of 25 000 alumni/graduates). In total, 1 600 graduates completed the survey, 6% of the target population. The findings were as follows:

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More than half of the CPUT graduates (54%) reported unemployment in the survey. This is a sign of a poorly performing economy.

Race, gender and disability have an impact on the employability, sustainability of employment, and growth prospects of graduates. Even though African and Indian graduates had higher access to WIL while they were students, this did not translate to better work opportunities or better employment satisfaction. As a result, African graduates and graduates with disabilities changed jobs more than any other group.

Male graduates had 7% higher participation in WIL opportunities than female graduates.

Even though it is impressive to note that graduates with a disability had a 43% higher participation rate in WIL than those without disabilities, this did not translate to the same higher percentage of employability.

The Education sector, followed by Health and Wellness, were attractive in terms of employment availability.

The Education sector, followed by Health and Wellness, had a lower percentage of unemployment and a higher percentage of graduates who find employment within two to three months of graduating.

Graduates from Education, Applied Sciences, Engineering and Built Environment, and Health and Wellness faculties reported better employability prospects (higher employment rate and shorter time to secure employment), better employment conditions, and higher employment satisfaction than graduates from other faculties.

A larger proportion of graduates from Education, Applied Sciences, Engineering and Built Environment, and Health and Wellness faculties found employment related to their qualifications and desired career paths than any other discipline/sector.

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assessed on for quality assurance purposes.

Some enquirers give feedback on how they have been assisted and how the service made them feel, transforming their fear of tertiary life, to making them feel welcome and accepted.

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As a result of the COVID-19 pandemic, the University was unable to host in-person graduation ceremonies. Delaying graduation until the pandemic is over might mean delaying an individual’s future.

A graduation ceremony is more than just ceremonial; it is a university conferring a qualification upon a deserving individual. This individual now has a qualification and is able to make a positive contribution to the South African economy and hopefully assist in redressing past inequalities.

Whilst the University could have gone with a straightforward blanket conferral of all qualifications, graduations are a lifetime milestone, so it was decided that we needed to retain a personal graduation.

MCD was responsible for sourcing the appropriate graduation technology; implementing this technology, which allowed graduates to upload a picture of themselves and a personal message; and then packaging these details in a professional graphic to be included in a video downloadable on a website. The videos were recorded with the Dean reading out names and the personalised graphics shown. These were edited and placed on the Digital Graduation website. The video in December received over 2,500 views with over 97% of viewers ‘liking’ the video.

7.12.3. School liaison to enhance student engagement

7.12. Marketing and Communication Department (MCD)

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7.12.1. Call centre to enhance student engagement and support • • • • •

MCD manages the Call Centre (CC) interaction with the public via telephone and email channels.

CC consultants respond to calls and email enquiries received on a daily basis.

These enquiries are from current CPUT students, prospective students and the internal CPUT family.

Consultants are trained to handle each enquiry in a professional and friendly manner without judging the enquirer based on any category.

This includes treating each enquirer equally and individually, a consistent practise that the consultants are

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The Schools Liaison Unit presented a careers presentation virtually with the following disadvantaged schools, promoting ‘smart’ student development and engagement: - Fisantekraal High School; Beauvallon High School; Holy Cross High School; Rylands High; Klein Nederburg High (in-person) Bonnievale High School - Port Nolloth High School The School Liaison Unit provided copies of the CPUT Undergraduate Prospectus 2022 to an NGO for distribution to Mfuleni High learners at a career expo, exposing disadvantaged learners to study opportunities and enhancing access and success.

The School Liaison Unit delivered copies of the CPUT Undergraduate Prospectus 2022 to the following schools, exposing disadvantaged learners to study opportunities and enhancing access and success.

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Fisantekraal: Fisantekraal High, Paarl: Paulus Joubert High, New Orleans High The School Liaison Unit presented a careers expo at the WCED webinar, with the following disadvantaged schools invited to attend: - Randfontein: Randfontein Sec; Mitchells Plain: Aloe Sec, Beacon Hill Sec, Lentegeur Sec, Oval North Sec, Portland Sec, Princeton Sec, Westridge Sec, Woodlands Sec, Cedar Sec, Glendale Sec, Mondale HS, Rocklands Sec, Spine Road Sec, Tafelsig Sec; Eersteriver: Eersteriver Sec, Forest Heights HS Malibu Sec, Manzomthombo Sec, Tuscany Glen Sec; Macassar: Macassar Sec, Zandvliet HS; Khayelitsha: Intlanganiso Sec, Joe Slovo Sec, Matthew Goniwe Memorial HS, Usasazo Sec, Zola Senior Sec, Bulumko Sec, Iqhayiya Sec, Kwamfundo Sec, Luhlaza Sec, Manyano HS, Masiyile Senior Sec, Chris Hani Sec, Esangweni Sec, Harry Gwala Sec, Siphamandla Sec, Sizimisele Sec, Thembelihle HS, Uxolo HS; Somerset West: Gordon Sec The School Liaison Unit provided a digital copy of the CPUT Undergraduate Prospectus 2022 to all high schools in the Western Cape, thereby exposing disadvantaged learners to study opportunities.

The School Liaison Unit provided a digital copy of the CPUT Undergraduate Prospectus 2022 and promotional video to Asakhe Careers for the Webinar Career Expo in the education districts of Gauteng, exposing disadvantaged learners to study opportunities and enhancing access and success.

The School Liaison Unit presented a virtual careers expo as part of the WCED webinar. All schools in disadvantaged communities of the Metro North district were represented, thereby promoting smart student development and engagement: - Elsies River: Elsies River High, Elswood High, Valhalla Secondary, Marian High, St Andrews High, Cravenby High, The Range Secondary; - Bishop Lavis: Bishop Lavis High, John Ramsay High, Beauvallon High; Ravensmead: Ravensmead High, Florida High, Belhar: Excelsior Secondary, Symphony Sec, Perseverance Sec; Bellville South: Bellville South High, Kasselsvlei Comprehensive High; Delft: Delft High, Delft Technical High, - Voorbrug High, Masibambisane High, Hindle High, Leiden High, Rosendaal High; Silversands: Bardale Sec, Fairdale Sec; Mfuleni: Mfuleni High, Manzomthombo High; Durbanville: Fisantekraal High; Joe Slovo Park: Sinenjongo High; Du Noon: Inkwenkwezi High; Atlantis: Atlantis High, Robinvale High, Proteus Technical Sec, Saxon Sea Sec The School Liaison Unit presented a careers expo, held virtually with Valhalla High matriculants, reaching 83 -

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learners, thereby promoting ‘smart’ student development and engagement.

The School Liaison Unit sent copies of the CPUT Undergraduate Prospectus 2022 to designated schools in the Western Cape via postal mail, exposing disadvantaged learners to future study opportunities and enhancing access and success.

The School Liaison Unit delivered copies of the CPUT Undergraduate Prospectus 2022 to the following disadvantaged schools, thus exposing disadvantaged learners to study opportunities and enhancing access and success: - Elsies River: Elsies River Secondary; Silversands: Fairdale Secondary; Delft: Simunye Secondary, Hindle High, Rosendaal High, Voorbrug Secondary, Masibambisane Secondary; Langa: ID Mkize Secondary; Gugulethu: Intshukumo Secondary, Fezeka Secondary; Eastern Cape: Port St Johns Youth Centre (via courier), Sobanto Senior Secondary (via staff member) The School Liaison Unit presented a Pathways to Information outreach programme in the form of a virtual careers expo, held at the UCT Graduate School of Business in Cape Town. There were 63 participants, which included high school learners as well as out of school youth, enhancing access and success.

The School Liaison Unit participated in a career exhibition in Langa which was attended by the following disadvantaged schools, enhancing engagement and increasing access and success: - Ikamvalethu High: 257 Grade 11 learners; 136 Grade 12 learners - Langa High: 400 Grade 11 & 12 learners - Leap Maths and Science: 100 Grade 11 & 12 learners. Total learners for the day: 893 The School Liaison Unit presented a careers expo, held virtually with Teneo Online School, promoting smart student development and engagement.

The School Liaison Unit distributed copies of the CPUT Undergraduate Prospectus 2022 by postal mail to all schools in the Western Cape, as well as several schools in the Northern Cape, including rural areas, providing disadvantaged learners access to information on study courses available at CPUT. The School Liaison Unit presented a careers expo held virtually as part of the WCED Life Orientation: Saturday Career Expo and Information Session for Grades 9 and 11. There were 115 attendees across the province, thus providing access to information and exposing learners to study options available at CPUT. The School Liaison Unit provided information and introduction at a Matric Webinar Career Exhibition held virtually by Asakhe Careers, in partnership with the

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Gauteng Department of Education. This took place over several days, and schools in all districts of Gauteng participated, thus promoting ‘smart’ student engagement and development and enhancing access to information on study opportunities at the institution.

The following districts and schools participated: - Ekurhuleni Districts (151 schools): Vosloorus Comprehensive School, Ekurhleni South District, Windmill Park Secondary, Reiger Park Secondary, Franciscan Matric Project, Eketsang Secondary, Hoërskool Elspark, Thuto- Lesedi Secondary, Katlehong Secondary School, Mpilisweni Secondary, Kenneth Masekela Secondary School, Alafang Secondary, Afrikaanse Hoërskool Germiston, Graceland, Laban Motlhabi Secondary, JE Malepe SS, Zimisele, Springs Secondary, Dalpark Secondary, Nimrod Ndebele Secondary School, Phandimfundo Secondary, Tlakula Secondary, Nkumbulelo Secondary, Muriel Brand School, Phakamani Secondary, Alberton Matric Project, Die Heuwel Christian School, Phyumulani Secondary School, Phumulani Secondary, Tsakane Ext 8 Secondary, HB Nyathi, Hoërskool Oosterlig, Springs Girls’ High School, Department of Education, Ponego Secondary School, Vezukhono Secondary, Sunward Park High School.

- Sedibeng & West Rand Districts (60 schools): H/S Overvaal, Assemblies of God College, General Smuts High School D7, GDE Hoërskool, JW Luckhoff, Hoërskool Drie Riviere. EL Tabernacle Christian College, Mohloi Maritime School, Hoërskool Bastion, HTS N Diederichs THS, Schaumburg Combined School, Town View High School, Simunye Secondary School, Letsatsing Combined School, HS Monument, Badirile, Hoërskool Carletonville, HS Jan de Klerk, Department of Education, HS Westonaria, Magaliesburg State School, Kgothalang, Randfontein High School, Khanya Lesedi School of Sports, Vereeniging Gymnasium, Tswasongu Secondary School, Kgoro ya Thuto Secondary School, Imfundo Secondary School, Wedela Technical High School, Motupatsela Secondary,Thathulwazi WR High School, Ahmed Timol Secondary, Emmasdal High School, Hoërskool Noordheuwel, Magaliesburg Secondary School Phahama Secondary, AB Phokompe SSS, Hoërskool Jan Viljoen, Hoërskool Bekker.

- Johannesburg Districts (76 schools): Emdeni Secondary School, Elethu-Themba, Naledi High School, Letare Secondary School,Aurora Girls High, Senaoane Secondary School, Northview High School, Jeppe High School for Girls, Bryanston High School, Glen Austin High School, Watershed High School, Q House School, Waverley Girls High School,

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Tlhatlogang Secondary School, Westville Girls’ High School,Northriding Secondary, Diepsloot Secondary No 3, Meridian Cosmo City, Marlboro Gardens Secondary, Sheikh Anta Diop College, Aym Academy, Bophelo Impilo, Meridian Cosmo City, Eden College, Lyndhurst, Acts House of Education, Ltirele Zenzele High, National School of the Arts, United Church School, Department of Education, Queens High School, Midrand High School, Selelekela Secondary School,Tetelo Secondary School, Parktown High School for Girls, Enko Schools, Gauteng Department of Education.

- Tshwane Districts (21 schools): Wozanibone Intermediate Farm School, H/S Erasmus, Bronkhorstspruit, DC Marivate Secondary School, Winterveldt High School, Solomon Mahlangu Freedom School, Olievenhoutbosch Secondary, Pretoria Secondary School, Dr WF Nkomo Secondary, Laudium Secondary School, Edward Phatudi, Tsako Thabo Secondary, J Mahlangu, Pretoria Central High School, Phateng Secondary School, Gauteng Department of Education, Rephafogile Secondary School, Soshanguve Secondary School, Lesedi SC, Hospital School Pretoria, Strauss Secondary School.

The School Liaison Unit provided copies of the CPUT Undergraduate Prospectus 2022 by courier to the following organisations and schools for distribution to learners, thus exposing disadvantaged learners in rural areas to study opportunities and enhancing access and success: - Swartland Municipality (Malmesbury); The Inclusive Community Project (Gouda); Mthimkulu Community Development (Kleinmond); De Kruine Secondary School (Touws River) The School Liaison Unit liaised with the following disadvantaged schools to recruit learners for the STEM (Mathematics and Science) support project that is rolled out by the Faculty of Applied Sciences, thereby enhancing access and success. This is still in the planning stages: - Belhar High; Excelsior High; Bellville South High; Kasselsvlei Comprehensive High; Ravensmead High; Perseverance High; Florida High; Symphony High The School Liaison Unit provided digital copies of the CPUT Undergraduate Prospectus 2022 to high schools in the Western Cape to remind schools of the application closing dates, thereby exposing disadvantaged learners to study opportunities.

The School Liaison Unit supplied brochures for outreach to the Youth Development Department at George Municipality, thereby giving disadvantaged learners in rural areas access to information.

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SUMMARY OF KEY ACHIEVEMENTS IN 2021 5.1.

Vice Chancellor’s Transformation Seminar Series for staff and students

The objectives of the VC’s Transformation Seminar Series included the following: • To integrate the Transformation Barometer of the Higher Education to the CPUT ‘One Smart’ Vision 2030 Strategy; • To mainstream transformation in teaching, learning, curriculum, research, innovation and community engagement to enhance transformative student-centred environment; • To share lessons, practices and research agendas on transformation-related themes; • To rethink and redesign education processes to meet the diverse needs of students and staff within the rapidly changing world of technology and social justice; and • To reshape institutional cultures to find solutions to complex problems facing our local communities, our country (NDP), our continent/Africa (Agenda 2063) and our world (Agenda 2030/Sustainable Development Goals (SDGs).

The seminar series were kick-started from August 2021 and are annual activities.

5.2.

Institutional Gender-Based Violence (GBV) Committee

5.3.

Institutional Gender-Based Violence (GBV) Training Roll Out Plan

CPUT, in partnership with the Sexual Offences Unit of the National Prosecuting Authority (NPA) of the Western Cape province, is rolling out training for staff and students to ensure that the university community is fully capacitated on GBV. In 2021, the following teams received training: • Executive Management (EM): 27 May 2021 • Institutional GBV Committee (IGBV): 20 August 2021 • Campus Security: 19-21 October, 7-9 November to December 2021

5.4.

Gender equality through the engagement of men fighting GBV on campus

CPUT launched the Amajita programme that is targeting young men or students in an effort to eradicate GBV on campus. Since 2018, through partnership with the UN Women, the Amajita programme was integrated into HEFORSHE for an integrated programme for students and staff. New cohorts of students received another training in 2021 and will receive mentoring programme in 2022.

A number of activities and dialogues aimed at raising awareness on gender diversity and inclusivity were undertaken.

In 2021, an Institutional GBV Committee chaired by the Vice Chancellor was established in line with the Policy Framework for addressing GBV in Post-School Education and Training (P-SET).

CPUT has also domesticated the GBV pillars of the policy to ensure accountability at the highest level of management and leadership. The Institutional GBV Committee is chaired by the Vice Chancellor and all the pillars are led by the Executive Management (EM). It is comprised of members from the following: • Executive Management (EM); • Management Committee (ManCom); • Directors of Strategic departments, units, divisions, centres; and • Student Representative Council (SRC)

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6

SUMMARY OF KEY PRIORITIES FOR 2022 6.1.

Enabling framework for dealing with GBV

CPUT will create an enabling environment through the development of the Sexual and Gender-Based Policy to ensure the effective implementation of the higher education GBV policy for addressing GBV policy. The Task Team that is comprised of components such as Human Capital, Transformation, Student Affairs, Campus Security, SRC, Legal department and faculties have been established to drive the process.

6.2.

Strategy for responding to the institutional survey on diversity and inclusivity

In 2021, CPUT implemented the institutional survey on diversity and inclusivity in collaboration with Institutional Research of the Planning Directorate and the Research Unit. The main purpose of the survey was to measure campus climate on diversity, equity, inclusivity and belonging (DEIB) to better understand faculty, staff, and student experiences on campus for the purpose of planning and responsiveness. The result was processed and analysed, and an implementation plan in response to the survey included the following: • development of an Integrated Framework on ONE SMART CPUT Diversity, Equity, Inclusivity and Belonging (DEIB) Integrated Strategy Framework; • establishment of common social inclusion indicators to measure progress in the achievement of social inclusion; • development of social campaign calendar of activities for staff and students to raise awareness and address gaps and challenges in the attainment of social inclusion; • development of the Social Inclusion Charter to ensure commitment and accountability.

6.3.

Vice Chancellor’s Think-Tank on Gender Equality and Women Empowerment

University of Technology (CPUT) One Smart CPUT Vision 2030 Strategy. They are also anchored in the two strategic dimensions of ‘Oneness’ and ‘Smartness’ that shape the University’s vision and mission.

CPUT has partnered with the UN Women on HEFORSHE programme since 2018 and the programme has expanded to include the Think-Tank on Gender Equality and Women Empowerment in 2021. The Think include the following members: • Deans of faculty; • President and Secretary General of the SRC; and • Representatives from directorates, divisions, units and departments.

The key Gender Equality and Women Empowerment initiatives planned for 2022 include: • inauguration of the VC’s Think-Tank on Gender Equality and Women Empowerment; • support for the institutionalisation of STEM (Science, Technology, Engineering and Mathematics) as the flagship project of the University. It will further be expanded to include Arts through STEAM; • institutionalise the LGBTIAQ+ community as part of the Social Cohesion programme • in collaboration with the Faculty of Applied Sciences, integrate EmpowerHer International as part of young women (undergraduate) empowerment and enhance its impact locally, regionally and globally. EmpowerHer is aimed at enhancing CPUT’s contribution to the Gender Parity Index (GP1) for graduation in a public university and to ensure that they complete their studies; • institutionalise HeForShe Ambassador programme to enhance the involvement of men across the university, regionally and globally; • CPUT will initiate a women’s hub aimed at interfacing communities with researchers and academics by providing space to women in the community to write and document their stories and experiences. We will use the CPUT academic platform to mentor our students and open doors for their stories to feed into academic research and reference material.

Gender equality and women empowerment are two key transformation imperatives that cut across the Cape Peninsula

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7

MANAGEMENT STRUCTURES FOR REPORTING AND ACCOUNTABILITY AT CPUT 7.1.

Institutional and Faculty management structures supporting the implementation of transformation

In accordance with the White Paper 3 on Transformation in Higher Education (DHET:1997/16), Employment Equity Act 55 of 1998, Policy for the Realisation of Social Inclusion in Post School and Training (P-SET) of 2016, Policy Framework on Disability in PSET of 2018, Policy Framework for addressing GenderBased Violence (GBV) in P-SET of 2020; and Language Policy Framework for Public Higher Education of 2021; the following Management Committees support the implementation: 7.1.1. At Institutional level • • •

Institutional Gender-Based Violence Committee (IGBV) chaired by Prof Chris Nhlapo (Vice Chancellor); Institutional Transformation Forum (ITF) chaired by Prof Paul Green; and Employment Equity Forum (EEF) chaired by Prof Paul Green.

In addition, the work of the above structures cut across the CPUT’s ‘One Smart’ Vision 2030 Strategy through its seven focus areas. The work of these structures is responsive to: • the locale of the WC context through Western Cape Vision 2040 strategic imperatives; • The national or South African context through the National Development Plan (NDP), the Department of Science

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and Technology’s Innovation Ten-Year Plan and its grand challenges, the New Growth Plan (2010) and the National Youth Policy 2030 of the Department of Women, Youth and Persons with Disabilities (DWYPD); The African strategic imperatives as outlined in the Aspirations of the Agenda 2063; and The Global Strategic Imperatives as outlined in the Sustainable Development Goals (SDGs) of the Agenda 2030.

7.1.2. At Faculty level Each faculty has established its faculty transformation structures reporting to the Deans, referring to them as: • Faculty and Employment Equity Transformation Forum/ Committee; or • Faculty Transformation and Social Cohesion Forum/ Committee; or • Faculty Working Group.

Faculties are committed to implementing transformation as the cross-cutting pillar of CPUT’s One Smart Vision 2030 Strategy by: • incorporating transformation in performance management of line management at faculty level; • retaining transformation as a standing agenda item of faculty meetings; and • requiring Transformation Reports to be signed off

by Deans before submission to the Institutional Transformation Forum (ITF) chaired by Prof Paul Green.

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ACRONYMS CE & WIL

Community Engagement and Work Integrated Learning

CSRC

Central SRC

CIET

Centre for Innovative Educational Technology

CPGS

Centre for Postgraduate Studies

CPPD

Centre for Professional and Personal Development

DDC

Dewey Decimal Classification

DSA

Division of Student Affairs

ECP

Extended Curriculum Programme

EEF

Employment Equity Forum

EERU

Engineering Education Research Unit

EM

Executive Management

FBMS

Faculty of Business and Management Sciences

FEBE

Faculty of Engineering and the Built Environment

FHWS

Faculty of Health and Wellness Sciences

FID

Faculty of Informatics and Design

GBV

Gender-Based Violence

IGBV

Institutional Committee on GBV

ITF

Institutional Transformation Forum

LSRC

Local SRC

ManCom

Management Committee

MCD

Marketing and Communication Department

NDP

National Development Plan

SDGs

Sustainable Development Goals

STEM

Science, Technology, Engineering and Mathematics

TWG

Faculty Transformation Working Group

P-SET

Post School Education and Training

RTIP

Research, Technology, Innovation and Partnership

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8

COORDINATION AND ACCOUNTABILITY THROUGH THE LIST OF INSTITUTIONAL TRANSFORMATION FORUM (ITF) MEMBERS REPRESENTATIVES OF FACULTIES PROXY

COMPONENT

ACCOUNTABILITY

1.

Mr L Kakaza

The Dean: FEBE

2.

Ms M Richards

Engineering Student Affairs Lecturer HOD: Disability Unit Business & Management Sciences Senior Lecturer

3.

Dr M Kuzwayo

Education Senior Lecturer

The Dean: Education

4.

Ms J Purcell Van Graan

FID Lecturer

The Dean: FID

5.

Prof K Shale

Applied Sciences Faculty Research Manager

The Dean: Applied Sciences

6.

Dr N Brooks

Health and Wellness Sciences HOD: Nursing

The Dean: Health and Wellness Sciences

The Dean: FBMS

UNITS/DEPARTMENTS PROXY

COMPONENT

ACCOUNTABILITY

7.

Ms N Tyolwana

Centre for Diversity, Inclusivity & Social Change Director

ED: Vice-Chancellor’s Office

8.

Dr A Ismail

Student Affairs HOD: Disability Unit

Dean of Students

9.

Dr N Mkonto

Fundani HOD: FYE

Director: Fundani

10. Ms L Reddy

Human Capital EE Specialist

Director: Human Capital

11. Ms P Coreejes-Brink

Library Services Senior Librarian

Director: Library Services

12. Mr T Ngcingwana

Finance Director: Operations

Executive Director: Finance

13. Mr S Motaung

IDFM Property Services Manager

Director: Infrastructure and Facilities

14. Ms K Mbambanisi

CTS

Senior Director: CTS

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UNITS/DEPARTMENTS PROXY

COMPONENT

ACCOUNTABILITY

15. Ms N Zikalala

Deputy Registrar

Registrar

16. Ms L Airey

Quality Management Manager

Director: Quality Management

17. Ms M Marais

MCD Senior Publications Officer

Director: MCD

18. Mr M Maseko

Advancement Director

ED: Vice-Chancellor’s office

19. Mr C Matasane

Research Manager

Director: Research

20. Ms M Sibindlana

Centre for Postgraduate Studies (CPGS)

Director: CPGS

21. Mr S Khangala

Centre for Professional and Personal Development (CPPD) Director

Director: CPPD

22. Ms J Scheepers

WIL & CE Manager

Director: WIL & CE

23. VACANT

Centre for Innovative Educational Technology (CIET) Assistant Prof Daniela Gachago (first quarter only)

Director: CIET

Institutional Planning Institutional Researcher

Director: Institutional Planning

24. Ms Deona Richter

GOVERNANCE STRUCTURES 25. Mr A Moses

Institutional Forum

Chairperson: Institutional Forum

26. Ms N Ganyile

CSRC Secretary-General

President: CSRC

27. Mr T Hefca

LSRC : Wellington Campus

Chairperson: LSRC Wellington Campus

28. Mr S Nyezi

LSRC : Mowbray Campus

Chairperson: LSRC Mowbray Campus

29. Ms W Kondlo

LSRC: District Six campus

Chairperson: LSRC D6 Campus

30. Mr T Tshefu

LSRC : Athlone Campus

Chairperson: LSRC Athlone Campus

31. Mr L Xakayi

LSRC: Bellville campus

Chairperson: LSRC Bellville Campus

UNIONS 32. Ms Y Choma

CPUEU

Chairperson: CPUEU

33. Ms I John

NTEU

Chairperson: NTEU

34. Mr Z Mlumiso

NPSWU

Chairperson: NPSWU

35. Mr R Ranyao

NEHAWU

Chairperson: NEHAWU

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