FBMS Performance Analysis

FACULTY OF BUSINESS & MANAGEMENT SCIENCES

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

B

F

FAIR

B

BOLD

M

MORAL

S

SINCERE

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

List of figures

3

List of tables

3

Acronyms

5

Foreword by the Vice-Chancellor

6

Foreword by the Deputy Vice-Chancellor: Learning and Teaching

9

Foreword by the Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships

11

Introduction and context

13

Values, mission & goals

16

Faculty Leadership and Structure

17

Academic Departments and Units

18

Unit for Quality, Risk and Knowledge Management

19

Unit for Research and Information Advancement

19

Unit for Strategic Initiatives and Projects (SIP)

20

The Faculty’s Strategic Focus (2021 – 2025)

21

FOCUS AREA 1: A Smart ITC Environment and ITC Workforce

26

Digitizing Teaching Content and Assessments

27

Creating a Technology and Cybersecurity Awareness

28

Enhancing knowledge management & operational efficiencies

28

FOCUS AREA 2: Smart Teaching and Learning, and Learning Environments

29

Learning, teaching and assessment in the online environment

30

Faculty Multimodal Resource

31

Qualification Development

32

FOCUS AREA 3: Smart RTIP That Is Relevant and Excellent in its Knowledge Production

50

Research Output

51

Contents

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Contents

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

NRF-Rating

53

Staff Qualification Improvement

53

Research Capacity Building

54

Visibility and international acclaim for Research and Innovation

61

Centres of Excellence and Research Centres

64

Faculty Research Ethics (FREC) and Faculty Research Quality

73

Annual FBMS Conferences

74

Faculty Research Excellence Awards

75

FOCUS AREA 4: Smart Human Capital and Talent

76

Staff Profile

78

Faculty Achiever Awards Winners

80

FOCUS AREA 5: Smart Internationalisation

82

Enhance CPUT’s global footprint and stature as a Smart UoT

83

Attracting eminent international scholars and visiting professors

83

Unlock opportunities for strategic partnerships

84

Maximising Active International Partnerships

87

FOCUS AREA 6: Smart Engagement and Strong Links with Quintuple Helix Partners

89

FOCUS AREA 7: Smart Student Engagement and Learning Experiences

97

Faculty Risk Management

106

Third Stream Income

114

Faculty Highlights

115

Challenges and opportunities within the faculty

116

The Future Direction of the Faculty of Business & Management Sciences: Adhering to Vision 2030 and Beyond

118

Figure 1: Faculty Enrolment Plans

25

Figure 2: Considerations for Curriculum Renewal at Programme, Subject and Unit Level

35

Figure 3: Faculty Research Output

52

Figure 4: Permanent and contract staff in the faculty

77

Figure 5: Age analysis of permanent academic staff

78

Figure 6: Age analysis of Professors/Associate Professors and Senior Lecturers

78

Figure 7: FBMS Combined Assurance Approach

107

Figure 8: Examples of feedback from Risk Forum

108

Figure 9: FBMS Quality, Risk and Knowledge Management Info-Hub site

111

Table 1: Academic department at FBMS

18

Table 2: Integrating V2030, 21st C Skills and CPUT GAs in curriculum

36

Table 3: RPL applications and approvals for 2021 and 2022

48

Table 4: Research categories and output

52

Table 5: FBMS NRF rated researchers

53

Table 6: FBMS Staff qualification improvement

53

Table 7: Programme for New Postgraduate Students

57

Table 8: Programme for Returning Postgraduate Students

58

Table 9: National and International Programmes

62

Table 10: Classification of permanent and temporary appointments

77

List of figures

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

List of tables

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List of tables

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Table 11: Summary of recruitment statistics at the of 2022

79

Table 12: New appointments by race and gender 2021

79

Table 13: New appointments by race and gender 2022

79

Table 14: FBMS Achiever Awards Winners 2021

80

Table 15: FBMS Achiever Awards Winners 2022

81

Table 16: University partnerships

85

Table 17: Strategic stakeholders at FMBS

93

Table 18: Student support

103

Table 19: Community Engagement, Work-Integrated Learning, Service-Learning Projects

104

Table 20: WIL placements

105

Table 21: FBMS Risk Champions Forum- Dates and topics

108

Table 22: GCM revenue for 2021

113

Table 23: GCM revenue for 2022

113

Table 24: SETA Funding for 2021

114

Table 25: SETA Funding for 2022

114

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

HELTASA

Higher Education Learning, and Teaching Association of Southern Africa

Brand and Digital Research Hub

HEQSF

Business Innovation and Incubation Centre

Higher Education Qualifications Sub-Framework

HoD

Head of Department

HCM

Human Capital Management

IAU

Innovation for African Universities

ICE

International Conference on Events

AMHBI

Applied Microbial & Health Biotechnology Institute

AY

Academic Year

BDR BIIC CE

Community Engagement

CESM

Classification of Educational Subject Matter

CERPIA

Centre for Enterprise Research Partnership and Innovation in Africa

ICM

International Credit Mobility

CETRA

Centre for Tourism Research in Africa

IT

Information Technology

ITF

CHE

Council on Higher Education

Inclusive Technopreneurship Forum

CO

Curriculum Officer

ISBR

International School of Business and Research

COIL

Collaborative Online International Learning

CPUT

Cape Peninsula University of Technology

CTHS

Cape Town Hotel School

CSBTR DHET

LGBTIQA+ Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/ Questioning, Asexual LTA

Learning Teaching and Assessment

Centre for Sport Business & Technology Research

OAU

Obafemi Awolowo University

NCG

Newlands Cricket Ground

Department of Higher Education and Training

PG

Postgraduate

QKR

Quality, Risk and Knowledge Management

RPL

Recognition of Prior Learning

RTI

Research and Technology Innovation

RTIP

Research Technology Innovation and Partnerships

SAAFECS

South African Association of Family Ecology and Consumer Sciences

SACA

South African Chefs Association

SCOE

Short Course Offering Entity

SIP

Strategic Initiative and Project

SL

Service Learning

DQIP

Departmental Quality Improvement Plan

DRR

Departmental Risk Register

EE

Employment Equity

ERP

Enterprise Resource Planning

ERM

Enterprise Risk Management

ERT

Emergency Remote Teaching

FB

Faculty Board

FBMS

Faculty of Business and Management Sciences

Acronyms

FACULTY OF BUSINESS & MANAGEMENT SCIENCES

FEC

Faculty Executive Committee

FEDHASA

Federated Hospitality Association of South Africa

FA

Financial Accounting

SPL

Sport Performance Laboratory

FIRE

Female International Researchers

UoT

University of Technology

FPP

Future Professors Programme

UG

Undergraduate

GCM

Graduate Centre for Management

WIL

Work Integrated Learning

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

The vision of the faculty is congruent with the institution by being a leading smart provider of innovative business education in Africa and beyond, with graduates shaping a better world for society.

Foreword by the Vice-Chancellor Prof Chris Nhlapo

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

It is my singular honour and privilege to pen the foreword for the Faculty of Business and Management Sciences (FBMS) performance analysis (2021 – 2022). This analysis is from the outset fair and presents a true picture of the state of the faculty. The performance over the period under review is commendable and comprehensive. One gets a sense that the faculty members enjoy their career and the challenges of learning and teaching, research, and innovation, and integrating these activities. It is known for the support of early career researchers, mid-career, and established researchers.

Many of these members struggle to balance time preparing for class and other teaching duties with their scholarly work and research portfolios. Furthermore, this faculty was the first to implement the “smart classroom” or “smart learning environment” in line with our decadal plan of Vision 2030. The faculty is the largest at the Cape Peninsula University of Technology (CPUT) with a presence in four Campuses: District Six (D6), Granger Bay, Mowbray, and Wellington.

The vision of the faculty is congruent with the institution by being a leading smart provider of innovative business education in Africa and beyond, with graduates shaping a better world for society. Their mission is to contribute toward building One Smart CPUT, embracing “oneness” and “smartness” by being an innovative and people-centred faculty which serves to transform its students through world-class learning and teaching, and researchers which inspires knowledge production.

Foreword by the Vice-Chancellor

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The faculty under the leadership of Prof Paul Green remained focused and steadfast in implementing our 2030 vision (V2030). This audacious vision of creating Africa’s leading Smart University of Technology, globally renowned for innovation, with graduates that shape a better world for humanity. The notion of “One Smart CPUT” is designed in terms of two key dimensions that are in support of CPUT’s one smart university concept. “One smart university is both a physical and virtual environment lead by humans coming together to create a more humane, immersive, interactive and automated experience for students, staff, faculty, researchers and the stakeholders of a university.” (Uskov et al., 2017).

High quality teaching, excellence in research and strong engagement with industry continue to be at the centre of what the faculty is about. Smart engagement and strong links with quintuple helix partners are normative across all the departments. In a smart university, there is collaboration and engagement with external stakeholders across all research and teaching

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Foreword by the Vice-Chancellor

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

activities, with the results of research integrated into a technology orientation. Stakeholder relationships and strategic partnerships are key to driving innovation. The faculty is committed to collaboration and knowledge exchange with industry, society, and the public sector, and to partnerships and relationships with a wide range of stakeholders in respect of the quintuple helix concept.

We continue to be recognised for the quality of the educational experience that we offer to our students, and it is a source of great pride that the University was awarded high ratings for overall graduate satisfaction, teaching quality, generic skills, staff qualifications and graduate employability by the International Finance Federation (IFF). These achievements speak volumes about the dedication of our academic staff, the high standard of teaching we offer and why, increasingly, students want to study at CPUT. We continue to develop innovative teaching techniques that engage and inspire our students in new ways. I was very pleased that CPUT consolidated its position in the webometric published in 2023.

These are based on the following indicators: • Visibility: • Transparency or Openness: • Excellence To the Faculty and the deanery, thank you for your unwavering commitment to CPUT. I trust that you will continue with the same zeal for many years for the benefit of our students and our stakeholders. We must transform ourselves into an accommodating, united, inspiring and smart faculty.

Prof Chris Nhlapo

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FACULTY FACULTY PERFORMANCE PERFORMANCE ANALYSIS ANALYSIS 2021 2021| |2022 2022

The integration of cutting-edge digital tools into educational and administrative processes not only reflects the faculty’s dedication to innovation but also underscores its role in pioneering smart learning and teaching practices.

Foreword by the Deputy Vice-Chancellor: Learning and Teaching Prof Rishidaw Balkaran

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

As the Deputy Vice-Chancellor of Teaching and Learning at the Cape Peninsula University of Technology (CPUT), I am pleased to reflect on the accomplishments of the Faculty of Business and Management Sciences (FBMS), as detailed in the 2021-2022 Faculty Performance Analysis. It is to be noted that the period reported on, marks several transitions, as a result of the pandemic, in which the faculty and university faced several unprecedented challenges. Yet, despite these challenges, this period offered a unique opportunity for innovation and growth within FBMS. Staff and students demonstrated remarkable resilience and adaptability. This can be seen in the commitment of the Faculty to CPUT’s Vision 2030, showcasing the achievements across several key focus areas while also identifying opportunities for further development.

FBMS has made significant strides in leveraging Smart Information and Communication Technologies (ICT). The integration of cutting-edge digital tools into educational and administrative processes not only reflects the faculty’s dedication to innovation but also underscores its role in pioneering smart learning and teaching practices. The use of virtual reality for business simulations, interactive case studies, and industry-based projects exemplifies the faculty’s forward-thinking approach. Such initiatives not only enhance student engagement and learning outcomes but also prepares them, to not only meet the demands of the modern business world but help to shape it. The faculty’s achievements in Smart Research and Innovation, characterised by substantial contributions to impactful research, raises CPUT’s profile as a centre of innovative thought in Africa and beyond. In addition, the commitment to Smart Human Capital through the many professional development activities and events ensures that teaching and research excellence continues to grow. Furthermore, the emphasis on Smart Internationalisation through global partnerships and exchange programmes positions CPUT as an institution with a truly international outlook, expanding CPUT’s footprint. Most commendable in the performance analysis is the active student engagement in governance and extracurricular activities. This reflects the faculty’s approach to a studentcentred educational model that fosters the graduate attributes, leadership and entrepreneurial skills. The benefits of the strategic alliances formed within the quintuple helix model, which encourage collaboration between academia, industry, and government, not only bolster the learning environment but also enhance the university’s relevance and impact on a broader scale.

By acknowledging the need for continuous improvement and setting clear goals for the future, FBMS is demonstrating a commitment to evolving with the changing educational landscape. This ongoing pursuit of excellence in various domains is crucial for maintaining momentum and ensuring that the university remains at the forefront of educational innovation. Such a comprehensive and dynamic approach is likely to attract prospective students, faculty, researchers, and partners, further enhancing the university’s reputation and influence. It exemplifies a model for other institutions to follow, potentially leading to a ripple effect of improvement across the educational sector in Africa and contributing positively to the continent’s development and global competitiveness.

In summary, as we celebrate successes, we also acknowledge the areas where growth is needed. The journey towards realising CPUT’s Vision 2030 continues, with a steadfast commitment and collective effort of faculty staff and students in achieving key milestones, emphasising the faculty’s role in shaping a transformative and innovative educational landscape.

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FACULTY FACULTY PERFORMANCE PERFORMANCE ANALYSIS ANALYSIS 2021 2021| |2022 2022

The groundwork for entrepreneurship working with external partners has been laid during this period and will no doubt enable the Faculty in its efforts to promote entrepreneurial efforts amongst its students and staff.

Foreword by the Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships Dr David Phaho

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

I have the pleasure of providing a foreword to the Faculty of Business and Management Sciences’ performance analysis for 2021 – 2022. The period under review also marked a welcome transition from COVID-19 and its attendant restrictions. This period was heralded by significant adjustments in the ways of teaching and working for higher academic institutions as the world navigated this “Black Swan Event”.

The Faculty, the largest in our university, ably confronted these challenges under the astute leadership of the Dean Prof Paul Green, and his management team. Notwithstanding the restrictions wrought by COVID-19, the faculty nevertheless continued to deliver on its academic mandate and this is highly commendable.

Looking at the performance of the Faculty through the respective Research, Innovation, Partnership, and Postgraduate education lenses, the Executive is encouraged by the progress made by the Faculty. The growing number of postgraduate students in the faculty along with their improved graduate rates, faculty research outputs as well as synergistic national and global partnerships established are noteworthy.

Furthermore, the abiding commitment by the faculty to improve the qualifications of academic staff is deeply appreciated and the Executive will continue to support the Faculty in this endeavor.

In acknowledging the successes we also recognize that there are areas of improvement both at a faculty and institutional level. In this regard, 2021 - 2022 has also brought into sharp relief challenges faced by staff and students in their research efforts. Specifically, the challenges of adequate postgraduate supervision for the growing number of students in the faculty are acknowledged and being addressed through several measures. These include the purposeful recruitment of qualified staff as well as the appointment of experienced academics as adjunct professors to not just supervise postgraduate students but also to mentor the cohort of emerging researchers and scholars in the institution.

As mentioned earlier, the faculty has during this period under review made great strides in establishing value-adding partnerships on a global scale. The faculty continues to show its commitment to leveraging these partnerships to enhance teaching, research, and mobility of staff and students in support of the academic agenda of CPUT. Finally, a key institutional drive in which the faculty is taking the lead is in entrepreneurship education.

The groundwork for entrepreneurship both within the faculty and where required working with external partners has been laid during this period and will no doubt enable the Faculty in its efforts to promote entrepreneurial efforts amongst its students and staff.

In closing, I would like to extend my heartfelt gratitude to the staff and student body in the Faculty for all the hard work despite the continuous institutional and societal challenges. We the RTIP family also thank Prof Green and Management for the collaborative posture they continue to engender in line with our Institutional ethos of Oneness and Smartness.

Thank you. Enkosi. Baie Dankie

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Our mission is to build One Smart CPUT, embracing “oneness” and “smartness” by being an innovative and people-centred Faculty which serves to transform its students through world-class learning and teaching, and researchers who inspire knowledge production.

Introduction and Context Prof Paul Green Dean: Faculty of Business and Management Sciences

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Introduction and Context

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Introduction Welcome to the Faculty of Business & Management Sciences (FBMS), the largest faculty at the Cape Peninsula University of Technology (CPUT), a vibrant and dynamic institution of higher learning situated in the heart of Cape Town, South Africa. Our faculty stands as a cornerstone of academic excellence and innovation within the university, providing a rich and diverse educational experience for students seeking to excel in the fields of business and management. The vision of the faculty is to be a leading smart provider of innovative business education in Africa and beyond, with graduates shaping a better world for society.

Our mission is to build One Smart CPUT, embracing “oneness” and “smartness” by being an innovative and people-centred Faculty which serves to transform its students through world-class learning and teaching, and researchers who inspire knowledge production.

The purpose of this report is to showcase the work and accomplishments of the Faculty of Business and Management Sciences during the period 2021 to 2022 in pursuit of our vision, mission, and strategic objectives. It provides a transparent reflection of our achievements, areas where we excel, the challenges we face, and our vision for continual improvement. We are committed to sustaining these improvements as we collectively work towards realizing the goals set forth in Vision 2030.

We are delighted to present this performance analysis, which offers a comprehensive view of our journey during a period of significant transition, change, and adaptability. These accomplishments are the result of the unwavering commitment and hard work of every staff member within the FBMS. Together, we have achieved significant milestones in seven key focus areas: Smart ITC, Smart Learning & Teaching, Smart Research & Innovation, Smart Human Capital, Smart Internationalisation, Smart Student Engagement, strategic alliances within the quintuple helix, which is underpinned by smart quality assurance and risk management.

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Context This performance analysis for the years 2021 and 2022, which have been pivotal, captures a transformative period in the life of the Faculty of Business & Management Sciences at CPUT. It represents an era marked by three distinct milestones, each of profound significance: Firstly, this analysis signifies the conclusion of the Dean’s initial five-year term. Under the visionary leadership, the faculty has witnessed substantial growth, innovation, and the pursuit of excellence. The last five years have been dedicated to building a strong foundation, setting a high bar of integrity and ethical leadership for the faculty, and shaping a future of limitless possibilities.

Secondly, it coincides with the launch of CPUT’s ambitious Vision 2030—a decadal strategic roadmap known as #OneSmartCPUT. This vision challenges us to become a globally recognized institution, characterized by smart practices in education, research, and community engagement. The FBMS plays an integral role in realizing this vision, as we strive to harness the power of intelligence and innovation to create lasting impact.

Introduction and Context

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Thirdly, this analysis marks the commencement of the faculty’s strategic plan, meticulously detailed in its operational plan. This blueprint serves as our guide, outlining our path to excellence and our commitment to delivering cutting-edge education, advancing research, and fostering partnerships that extend beyond the classroom.

In the pages that follow, you will find a comprehensive overview of our journey, our achievements, and our vision for the future. The Faculty of Business & Management Sciences is poised to be a beacon of excellence, and we are excited to have you as a part of our thriving community as we move forward into this era of transformation and growth. We invite all stakeholders—students, staff, alumni, and partners—to join us in our pursuit of academic excellence, innovation, and transformative education as we embark on this exciting chapter in the Faculty of Business & Management Sciences’ history at CPUT in creating futures.

Professor Paul Green Dean: Faculty of Business and Management Sciences

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Core Values Our core values are inspired by the Acronym of the Faculty of Business and Management Sciences (FBMS).

Values, Mission & Goals

F

FAIR

B

BOLD

M

MORAL

S

SINCERE

Vision To be a leading provider of business education in Africa and beyond. To achieve our vision, the faculty will: • Advance innovation in business education and practices through excellence in teaching, research, and community engagement.

• Develop a culture based on the high academic expectations of our students in partnership with Fundani; we will prepare them for success in business and society in general.

• Elevate the quality of our programmes to educate the citizens of the country and beyond.

• Build mutual business and scholarly relationships with key external constituents.

• Increase and sustain the faculty resource base.

• Provide transformational leadership to staff and students.

• Ensure the reputation of the faculty is excellent.

Mission Statement The Faculty of Business and Management Sciences (FBMS) is committed to be an innovative and people-centred faculty that strives to create an enabling environment where scholarship, research, service excellence, teaching and learning are promoted to establish Cape Peninsula University of Technology as a world-class university.

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Under the guidance of the Dean, Professor Paul Edmund Green, and two Assistant Deans, the Faculty of Business and Management Sciences is steered. Associate Professor Desiree Scholtz and Professor Renitha Rampersad are the Assistant Deans for Learning & Teaching and Research & Innovation, respectively. The three Deans, the Managers, and all the Heads of Departments constitute the Faculty Executive Committee (FEC), which oversees the faculty.

Prof Paul Green Dean

Dr Sacha West Manager: Research

Ms Widaad Martin Manager (Acting): Quality, Risk and Knowledge Management

Prof Renitha Rampersad Assistant Dean: Research & Innovation

Ms Andiswa Mrasi Manager (Acting): Strategic Initiatives and Projects

Prof Desiree Scholtz Assistant Dean: Teaching & Learning

Mr Gift Nyirenda Faculty Manager

Faculty Leadership and Structure

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Heads of Departments

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Academic Departments and Units

There are 16 academic departments, one academic unit, and the Graduate Centre for Management within the Faculty of Business and Management Sciences, each of which focuses on a specialised field of study.

Academic departments Table 1: Academic departments at FBMS Applied Legal Studies Business and Information Administration Cape Town Hotel School Cost and Management Accounting Entrepreneurship and Business Management Financial Accounting and Taxation Graduate Centre for Management Human Resource Management Internal Auditing & Financial Information Systems Management and Project Management Marketing Management Operations Management Public Administration and Governance Unit of Applied Economics Retail Business Management Sports Management Tourism and Events Management

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Unit for Quality, Risk and Knowledge Management As part of a visionary strategy, the Unit for Quality, Risk and Knowledge Management (QRK) has evolved from the repurposing (in 2022) of the historic Unit for Academic Advancement, Planning and Quality Assurance (AAPQA). This has been part of a deliberate transformative strategy in pursuit of the achievement of strategic objectives as embodied in CPUT V2030.

The newly repurposed QRK Unit plays a significant role in supporting the strategic objective of embedding risk management at a faculty and departmental level. In addition, the unit is instrumental in monitoring and reporting on combined assurance activities at a faculty level and works closely with the Institutional Enterprise Risk Manager (ERM) in fulfilling his obligations.

In addition, the unit contributes to faculty quality improvement initiatives and plays a pivotal role in monitoring and reporting progress related to Departmental Quality Improvement Plans (DQIPs). The unit is also involved in various ad hoc and audit projects to support quality enhancement through continuous improvements in processes and data integrity for decisionmaking. In support of the V2030 principle of SMARTNESS, the unit also provides information and data analytics through the FBMS Sharepoint repository.

Unit for Research and Information Advancement

Academic Departments and Units

The faculty is also supported by three strategic units (Quality, Risk and Knowledge Management; Research and Information Advancement as well as Strategic Initiatives and Projects) that aim to advance the academic programmes and promote the faculty projects, initiatives, and research:

The Unit for Research & Information Advancement in the Faculty of Business and Management Sciences oversees all research matters in the faculty. Its main objective is to inculcate a strong research-relevant culture within the faculty. Working with the various departments, the Unit ensures that all research projects including postgraduate studies are supported. The support programmes that are offered include postgraduate workshops, postgraduate colloquia, faculty seminars, annual faculty conferences, on-boarding of new postgraduate students, staff development, women in research projects, academic writing to supporting emerging researchers, as well as capacity development for novice supervisors.

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Academic Departments and Units

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Unit for Strategic Initiatives and Projects (SIP) The SIP office is responsible for finding strategic partnerships nationally, in Africa and internationally, ensuring that the faculty forms strong reciprocal linkages with quintuple helix partners. In addition, the SIP office oversees the faculty’s internationalisation activities.

Internationalisation is one of the most powerful forces for change in contemporary higher education. As such, the SIP office within the Faculty of Business and Management Sciences endeavours to: • • •

•

Develop a multicultural ecosystem in support of internationalisation; Develop national collaborations and partnerships in support of internationalisation (i.e., intra-nationalisation); Provide a supportive environment and educational experience, that prepares our (and incoming exchange students) at all levels, for global political and social environments; and Develop international alliances and partnerships to support and build our capacity and capability in education, research, enterprise, knowledge, and commercial exchanges.

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

The Faculty’s Strategic Focus (2021-2025) The planning priorities of the FBMS 2021 – 2025 strategic plan is drawn from resolutions made at a strategic planning workshop on 15-16 December 2019, attended by members of the FEC, as well as the Annual (2019) Performance Reports of Academic Departments, using baseline data and targets as a monitoring and evaluation tool. In addition, this strategic focus is drawn from the FBMS Strategic Plan and Operational Plan which served at the Institutional Strategic Planning Committee, and subsequently approved at Senate in 2021.

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The Faculty’s strategic focus

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

These priorities are: (Target = 15 December 2025) The faculty has established a set of priorities to be accomplished within the mediumterm timeframe of 2021 to 2025. The following information presents a comprehensive assessment of the faculty’s performance in relation to the established priorities.

PRIORITY

TARGET (2021)

ACTUAL (2021)

TARGET (2022)

ACTUAL (2022)

To meet all enrolment targets

13 760

11 801

13 503

11 445

To increase pass rates

85%

83%

85%

82.7%

Graduation rates

35%

40.9%

35%

36.2%

Throughput rates (Undergraduate (UG)

30%

19.62%

30%

14.81%

To increase both the adoption of Blackboard as well as the comprehensive use of the LMS as an online/ blended learning delivery platform

100%

100%

100%

100%

To improve the qualifications of (permanent) academic staff and the number of professors in the faculty

Masters = +12

Masters = 99

Masters = +12

Masters = 107

Doctorate = +4)

Doctorate = 32

Doctors = +4

Doctors = 32

Professors = 14

Professors = 16

Professors = 14

Professors = 15

To increase research publication units

+12% i.e., ±50 units)

52.42 units

+12% i.e., ±50 units)

57.17 units

To increase the number of student bursaries and grants received

R70 000 000.00

R86 553 155.81

R70 000 000.00

R18 845 181.00

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

TARGET

CURRENT

To increase the number of international students, especially from Africa

5% of headcount i.e., 714

439

Reduce drop-out rates

- 8% i.e., 23.4%

31.4%

Reduce the number of students at risk, including the number of at-risk modules/subjects

-22.5% i.e., 62

76

To increase the number of qualified/ experienced supervisors

+15% i.e., 81

70

To increase the number of NRF rated researchers

8

5

To increase the number of honorary and postdoc Research Fellows

HRF = 4 and PDRF = 10

HRF = 2 and PDRF = 7

To increase the number of highprofile visiting Professors

4 2021 = 1 - Prof. Eva Haug – International specialist in Collaborative Online International Education (COIL); 2022 = 1 - Prof. Mark Saunders - International specialist in research methodology

To increase interdisciplinary research

+15%

5%

To increase niche areas linked to the CPUT research Focus areas, RFC’s/ RI’s

6

2

To develop distinctive flagship programmes within the faculty, for which we will become well-known, and sought-after

The Faculty’s strategic focus

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2 2022 Master of Business and Management Sciences Doctor of Business and Management Sciences

To expand national and international collaborations, especially in Africa and BRICS countries

National = 8, African continent = 5, International = 25 and Interdepartmental = 5

National = 5, African continent = 2, International = 33 and Inter-departmental = 1

To increase the number and quality of community-based or innovative projects

3

5

23

The Faculty’s strategic focus

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FACULTY PERFORMANCE ANALYSIS 2021 | 2022

DEPARTMENT

NAME OF PROJECT

PROJECT

Department Entrepreneurship and Business Management

Disabled Entrepreneurs in Cape Town Area and Adjacent Townships

Keep database of all disabled run businesses in Cape Town region with the determination to assess and solve their problems

Department Management and Project Management

ENERGY PROJECT: How to Reduce Loadshedding in South Africa

Collection of data and formulation of energy solutions that will help their communities.

Department Human Resource Management

Community Capacity Building

Students are required to select a community-based organisation and conduct 60 hours of SL with at least one HRM activity

Department of Sport Management

RUAS Bike Project

Collaboration with Rotterdam University of Applied Sciences and an NPO in the Netherlands who are refurbishing old bicycles, and dispatching these bikes to other parts of the world to improve the circular economy.

Department of Sport Management

Theewaterskloof Program in South Africa

Theewaterskloof is a community program in South Africa. This program combines the work of students and lecturers from HAN University of Applied Sciences and Cape Peninsula University of Technology in South Africa. The common goal: help the South African community of Theewaterskloof develop a wide range of initiatives. The program enables students to make a valuable and lasting contribution to society.

To increase 3rd stream income generated

TARGET

2021

2022

+30%)

R17 101 366.82 (short courses)

R4 991 125.00 (short courses)

To offer opportunities to staff and students to develop their skills and shape their future.

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Faculty Enrolment Plan

The Faculty’s strategic focus

FACULTY OF BUSINESS & MANAGEMENT SCIENCES

Figure 1: Faculty Enrolment Plans The Faculty of Business and Management Sciences comprehensive summary on the ‘Annual Performance Plan: 2018 to 2025’, includes baseline data, targets and achievements which are currently being used to monitor quantitative goals for the next five-year period.

The Operational Plans for the following areas of responsibility are presented below, namely: • Focus Area 1: A Smart ITC Environment and ITC Workforce • Focus Area 2: Smart Teaching and Learning and Smart Learning Environments • Focus Area 3: Smart RTIP that is relevant and excellent in its Knowledge Production • Focus Area 4: Smart Human Capital and Talent • Focus Area 5: Smart Internationalisation • Focus Area 6: Smart Engagement and strong links with quintuple helix partners • Focus Area 7: Smart Student Engagement and Learning Experiences • Faculty Risk Management

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FOCUS AREA 1 A Smart ITC Environment and ITC Workforce GOAL 1 Ensure that CTS will support Cape Peninsula University of Technology (CPUT’s) core functions through a highly effective and secured technology platform

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A Smart ITC Environment and ITC Workforce plan for the Faculty of Business and Management Sciences is required to support all the focus areas. This plan should enhance learning and teaching by employing current technologies for curriculum implementation in lecture venues and in remote learning environments. Through innovation and technological advancements, we can enhance the learning experience of students and promote student-centred learning.

The advent of Covid-19 can be regarded as a catalyst for the university to accelerate the implementation of Vision 2030 of a One Smart CPUT. Coincidentally, the pandemic emerged as the university was commencing this decadal vision. As such, at the core of achieving the One Smart CPUT is the ITC environment and workforce.

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To achieve Goal 1, the following 3 objectives have been established: 1. Providing CTS services that will support and enhance smooth student administration and recruitment, student placements (also in residences) and key academic support programmes for students and staff, including for postgraduate students and research.

2. Playing a leading role in creating awareness of technological advancements and how they can enhance/enrich the total student experiences of CPUT’s students and assist all staff in working smarter and more productively.

3. Support, upgrade, and enhance current administrative/business and governance processes and tools. Furthermore, each objective was linked to a strategy to ensure successful implementation.

Digitizing Teaching Content and Assessments This process involved transforming digital learning material into interactive content that facilitates active participation and engagement among learners. This modification involved transforming the existing Learner Management System (Blackboard) from its current state as a mere repository of knowledge into a dynamic interactive learning centre that incorporates a wide range of multimedia resources. While most modules have undergone a renewal and redesign process, the faculty launched some flagship digital transformation in the curriculum through various artificial intelligence platforms.

• Systems Applications and Products (SAP) Enterprise Resource Planning (ERP) system migrated to the new SAP S/4 HANA technology.

• McGraw Hill Connect Artificial Intelligence Platform for some of the Management & Project Management modules.

• Replacement of the Legacy Prospectus System with a newly developed Prospectus system which will streamline student recruitment.

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Creating a Technology and Cybersecurity Awareness • • •

Hosted a series of workshops facilitated by instructional designers to equip academic staff members on curriculum re-design.

Trainings in the form of short videos and “how to” guides developed for students, in preparation of blended learning.

On-going cybersecurity awareness training across the institution.

Enhancing knowledge management & operational efficiencies Faculty Info Hub (Smart repository across all departments, units, and committees).

Fully digital Smart classroom upgrade

A total of 9 venues in the district six campus have been identified and will be upgraded into smart classrooms. As of 2022, the work under this project has begun, and one of the venues will be ready for use in 2023. A smart classroom is a learning and teaching venue that is fully digital, and further caters for hybrid mode of delivering lessons.

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FOCUS AREA 2 Smart Teaching and Learning, and Learning Environments GOAL 2 Becoming the leading University of Technology (UoT) in smart teaching and learning and being on the forefront of creating smart learning environments that will provide excellent and relevant content and learning experiences for all CPUT students

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The COVID-19 pandemic has left an indelible impression in one way or more. While many challenges emerged as we navigated this journey together as a faculty, we need to pause and reflect on what we have learnt and what we need to embrace as future practice. Besides the many workshops attended and becoming proficient in our Learner Management System (LSM) Blackboard, we learnt that while knowledge is key, attributes and values provide the necessary leverage to manage challenges as these arise. This speaks to resilience, the ability to adapt to uncertainty, while simultaneously developing coping mechanisms to succeed in the face of adversity.

Learning, teaching and assessment in the online environment Following on from 2020, Academic Year 2021 (AY2021) was characterised by a series of national lockdown levels as a result of COVID-19 and most departments in the FBMS continued with remote learning, teaching and assessment (LTA). All lecturers and support staff attended workshops on using BB for remote learning, teaching and assessment (LTA) in AY2020, with follow-up sessions being attended as required in AY2021. The novel online only modality required new ways of knowing, doing and being on the part of staff and students since tuition took place in a dominantly isolationist context. In alignment with changing pedagogical approaches for the online tuition space, assessments were predominantly formative to consolidate learning, with summative assessments focusing more on assignments, case studies and open book tests. In the absence of reliable proctoring systems for all remote assessments during off campus tuition, test questions and test types took on more reading intensive, problem-solving cases where responses would of necessity be different for each student. Adversity simultaneously provides opportunities to think differently and/or to consolidate LTA practices that engender critical and creative thinking. This was certainly the case during 2021 and 2022, when LTA took on new guises of podcasts, LTA via BB, and LTA tuition and support WhatsApp groups, to mention a few, which have now been continued to hybrid LTA and have become the norm in the FBMS. To this end, several faculty guidelines were developed to support staff and students with managing and navigating LTA in largely unknown teaching and learning spaces including:

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• • • •

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Guidelines for teaching in an online environment; Guidelines for online assessments for lecturers; Guidelines for online assessments for students, and Strategies to mitigate misconduct in online assessments.

Faculty Multimodal Resource During 2021 and 2022, remote LTA was the default tuition mode, with many academics using innovative methods and LTA applications. In the spirit of sharing best practices, academics were invited to contribute to a publication on LTA innovations as new practices developed to meet demands in a changed and ever-changing remote LTA environment. This collaborative effort focused on teaching approaches to encourage student learning and engagement, smart use of technology to support learning and effective teaching methods, practices and approaches. A range of interesting practices were submitted by lecturers, amongst others, innovative and effective use of Blackboard features, Mentimeter and Miroboard as tools to engage students more effectively, different assessment methods for the online environment, innovative project-based assessments for work integrated learning and a Collaborative Online International Learning (COIL) project to facilitate student internationalisation-at-home.

This collaborative effort culminated in a faculty multimodal booklet showcasing lecturers’ resourcefulness and sharing new ways of LTA. The intention is to have additional publications as a faculty resource.

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The 2022 faculty publication on remote LTA strategies bears testimony to innovative practices in the faculty, of which there are many more. The use of technology to support interactive learning, such as techno-applications, LinkedIn Learning as well as Collaborative Online International Learning (COIL) have gained traction in the faculty. The learning trajectory for academic and support staff since 2020 was no doubt a steep learning curve, which was navigated collaboratively, with staff members learning from each other. These are apt examples of lifelong learning and life-wide learning that demonstrate how practitioners need to keep ahead of the curve given the dynamic changes in society and the world of work. At issue always, are the continuous engagements on professional and academic development aimed at offering relevant support to students as they continue the journey towards achieving their ideals.

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Qualification Development The FBMS completed the development of all qualifications aligned with the Higher Education Qualifications Sub-Framework (HEQSF) to ensure articulation and progression from undergraduate to postgraduate studies. Fifteen postgraduate diplomas were developed, of which all received full accreditation for implementation in 2021/2022. All staff involved with curriculum development, especially Curriculum Officers (COs) were instrumental in qualification approvals. In an attempt to streamline qualification development without compromising on specialisations, the generic Master of Business and Management Sciences and Doctor of Business and Management Sciences were developed, to include specialisations across the spectrum of fields of study in the FBMS. Full accreditation was granted by institutional committees and external agencies in 2021-2022, although additional Classification of Educational Subject Matter (CESM) categories were submitted to DHET for approval as requested by departments. Masters and Doctoral candidates will graduate with the nomenclature of the generic degree with the specialisation of study in brackets. For example, Master of Business and Management Sciences (Taxation). This is the first such generic degrees at CPUT and finalises the suite of HEQSF qualification development for articulation in the FBMS. Though some challenges were experienced (connectivity, mental wellness, re-designing of curriculum to ERT), the resilience of the faculty’s staff, as well as students is commended.

The faculty, as guided by the university, made a bold commitment of “no student left behind”.

This meant additional workload on both academic staff and students. To this end, staff are lauded for engaging in capacity building sessions, both self-initiated learning and institutional learning opportunities to improve understandings and practices of remote learning.

Learning and Teaching in the Faculty of Business and Management Sciences The faculty provides various learning and teaching initiatives towards supporting improved academic performance and student success. The faculty is cognisant of diversity in

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student abilities, linguistic diversity as well as the inequitable educational environments from which students enter higher education, which necessitates educational support as noted below.

It is important to note that the learning, teaching and assessment (LTA) approach in the FBMS is one of student-centredness, where students are acknowledged for what they know and bring to the LTA environment. The LTA approach adopted is one of social constructivism where students are provided with opportunities to construct knowledge by applying critical thinking and problem-solving skills in accordance with 21stC skills as one of the faculty focus areas for 2021-2023. Teaching and learning are designed to be interactive, with exercises, tasks, activities and formative assessments included, to consolidate learning during and after each lesson. Academic development discussions focus on principles of LTA that support thinking and reasoning skills, rather than transmission mode where students are passive learners.

Support is provided for staff to improve LTA practices in accordance with faculty approaches, as well as for students, to improve academic performance for holistic growth and development.

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Faculty Learning and Teaching Projects 2021 - 2023 To align with the commencement of V2030, the FBMS embarked on projects to advance and promote V2030 goals and objectives. These projects formed part of FBMS short-term goals for 2021-2023 as outlined in the FBMS Operational Plan, 2021-2025. A summary of each project provides an overview of implementation in the FBMS. Focus Area 2 of V2030 relates to the provision of ‘excellent and relevant content and learning experiences for all CPUT students’ (CPUT, 2021: 14). Focus Area 2 of V2030 has three objectives, namely: •

Objective 2.1: Develop programmes that will prepare students for the future.

•

Objective 2.2: Review and adjust teaching methodologies and delivery modes in line with CPUT’s graduate attributes.

•

Objective 2.3: Student readiness for the world of work - Integrating CPUT graduate attributes in all programmes and teaching that will support graduate employability in the future world of work.

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Flagship FBMS V2030 projects for the period under review • • • • • •

Curriculum Renewal (Objective 2.1; 2.3) 21st Century Skills in curriculum (Objective 2.1; 2.2; 2.3) Graduate Attributes (GAs) in curriculum (Objective 2.1; 2.3) Developing lesson plans according to universal design for learning principles (Objective 2.2) Reviewing programme and subject guides (Ongoing) (Objective 2.1; 2.2; 2.3) Review of assessment and moderation practices in the FBMS (Objective 2.1; 2.2).

As with all LTA projects, a document was developed that presented the objectives and how these objectives may be achieved in an integrated manner. The Implementation Plan for the Faculty of Business and Management Sciences’ Smart Teaching, Learning and Assessment, V2030, Curriculum Renewal and 21st Century Skills was developed and shared with faculty as a guiding document. The main purpose of the document was to present a model showing that all FBMS focus areas may be integrated into curriculum.

The importance of ensuring integration, where curriculum renewal, GAs and 21st Skills are overt, relies on proper and appropriate lesson plans to consciously teach relevant content for employability and holistic student development.

Curriculum Renewal As part of academic development for implementation, several workshops were held with each department/unit individually. The workshops focused on aligning V2023 objectives with FBMS focus areas and explained the faculty approach to achieve each objective.

For example, curriculum renewal focused on critically interrogating the relevance of the programme to industry norms, whether subjects were relevant or needed to be changed or reviewed and whether units of learning might include content on IA and 4IR. It was then expected of departments to liaise with industry, advisory committees, alumni and external stakeholders to confirm the relevance of the programme, subject and unit of learning and to amend as required. Although curriculum renewal is ongoing each year and throughout each year, the model suggested below provided impetus for discussion to ensure that

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FBMS qualifications are future-thinking and includes information on AI and technological innovations. More importantly, though, is that LTA provides knowledge, skills and attributes that are transferable to futurethinking contexts – content knowledge is fluid, it is the application of knowledge that matters in real-world contexts. A summary of considerations for curriculum renewal as discussed in each department, is provided below.

Figure 2: Considerations for Curriculum Renewal at Programme, Subject and Unit Level

Programme Level

• Is the programme relevant, current and progressive?

• Are all subjects aligned and complementary to meet future trends and needs of industry and society?

• What is the leading edge/niche of this programme of study?

• What is the impact of this programme on social/professional communities and society?

Subject Level

• Are the subject outcomes and content aligned with the rationale and exit level outcomes of the qualificaton?

• How does the subject contribute to futuristic thinking and the world of work?

• What needs to change to make the subject more relevant for future industry trends?

Unit of Learning Level

• How significant is the content for each unit of learning to support knowledge and skills required for jobs not yet known?

• How is content for each unit of learning planned to support problem-solving and critical thinking for the profession and communities?

• How are knowledge, skills and attributes incorporated at the unit level of learning?

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21st C skills in curriculum The brief of higher education should be on holistic student development, i.e. to include epistemological and ontological perspectives, i.e., cognitive and affective knowledge to manage self and learning at CPUT and beyond. 21st C skills are recognized globally as the dominant skills that all graduates should include in academic and professional interaction in order to be successful in the 21st C. It is often not knowledge and cognitive skills that determine graduate success, but the ability to be emotionally intelligent to manage oneself in different environments and contexts. In terms of integrating curriculum imperatives for holistic learning the table below provides a model to show how V2030, 21st C skills and CPUT GAs may be integrated.

Table 2: Integrating V2030, 21st C Skills and CPUT GAs in curriculum 21st C Skills

V2030 GRADUATE ATTRIBUTES

21st C Skill Categories

21st Century Skills

CPUT V2030

CPUT GRADUATE ATTRIBUTES

Ways of thinking

creativity & innovation

Being technologically astute facilitate the novel application of modern technology, enabling the enhancement of productivity and efficiency, whilst always focusing on innovation.

Resilience and problem-solving capability

Smart RTI focuses on being innovative and relevant and focused on modes 2 and 3 knowledge production in support of research outcomes whilst generating third income streams through innovations.

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critical thinking Objective 2.2 problem solving decision making

Resilience and problem-solving capability

learning to learn Objective 2.2 metacognition

Resilience and problem-solving capability

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

21st C Skills

V2030 GRADUATE ATTRIBUTES

21 C Skill Categories

21 Century Skills

CPUT V2030

Ways of working

communication

All objectives for Goal 2

collaboration

Co-thinking, co-learning, cocreating and co-designing, dialogue and a unified spirit.

Relational Capability Ethical Capability

Tools for Working

information literacy Media literacy

Objective 2.1

Technological capability and foresight

ICT literacy

ICT operation and concepts

One Smart CPUT will have a Technological highly efficient and effective capability and ITC network in place that will foresight support and enhance continuous improvement in teaching, learning, research and operations.

st

st

CPUT GRADUATE ATTRIBUTES

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The smartness dimension supports the notion that CPUT, as a University of Technology, will embrace technology in the broadest and most positive sense to advance a better humanity Being technologically astute - will embrace and take ownership of and experiment with the possibilities that technology offers

Graduate Attributes in curriculum The FBMS short-term focus areas promote CPUTs curriculum development approach of knowing, doing and being, by critically reviewing curricula for content and skills knowledge (knowing and doing), as well as knowing how to be (21st Skills and GAs in curriculum).

To this end, the FBMS saw it fit to include the ‘Knowing’ capability to the CPUT graduate attributes as follows:

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Knowing Capability A FBMS graduate will be able to critically reflect on knowledge acquired and apply appropriate knowledge structures for innovative problem-solving in constantly changing environments. Graduates should be able to transform existing knowledge structures to generate new knowledge through inquiry, research and development. Holistic graduate development includes knowing (knowledge), doing (skills and competencies), and being (attributes and dispositions) which are synergistic in application since, in order to do and be graduates need to know how to do and to be.

Underpinning abilities for Knowing: • Think critically about how knowledge is acquired and how ‘coming to know’ is a purposeful and conscious activity.

• Reflect on own learning to identify gaps for growth and development.

• Be active participants in integrating knowledge and knowing to be into personal learning schemas.

• Be cognisant of knowing and appropriate knowledge acquired in order to solve problems of the world (FBMS Graduate Attributes in Curriculum, November 2022).

Implementation of GAs in curriculum The FBMS views GAs from two perspectives, i.e., from a professional perspective and the institutional perspective. Students should be schooled into thinking and acting like a professional by including these attributes as part of LTA. To this end, for 2021-2022, departments were tasked to: • Identify the professional attributes/dispositions/values as noted by advisory committee members, alumni and industry professionals.

• Clarify understandings of CPUT Attributes based on the programme of study and field of practice.

• Identify similarities between professional and institutional attributes.

• Map attributes in and across subjects at every level to determine appropriate subjects and units for delivery.

• Identify tasks to overtly teach towards GAs and include these activities in each unit in respective subject guides.

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Developing lesson plans for remote learning Academic Years 2021 and 2022 were characterized by national lockdown levels and institutional contingency plans, with tuition being conducted remotely. Although FBMS staff attended Blackboard (BB) training to use BB more efficiently, the challenge of how to repurpose in-person classroom teaching methods to online LTA was not being addressed.

Applying in-person LTA strategies to online learning contexts were not always appropriate given the isolationist learning experiences that students encountered. The FBMS embarked on a project on designing lesson plans for online learning, starting with a lesson welcome and introduction, outline of outcomes, interactive learning activities and consolidation of learning by means of formative assessments. Departmental representatives attended the lesson development training, which would then be scaffolded to all in departments. This project was to acknowledge the different LTA environment for staff and students and to provide the best possible LTA opportunity for each online lesson.

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The training and development on lesson plans for online LTA were supplemented by the FBMS guidelines for online LTA as noted above. The lesson plans were extended to include universal design for learning principles to ensure inclusivity for all students irrespective of learning or other (dis)abilities.

An example of a lesson for learning design template is provided below. Each criterion has a drop-down menu for appropriate selection.

Item

Description

Blooms Taxonomy

Input

Faculty present

Duration

Welcome

Choose an item.

Choose an item. Choose an item.

Content

Choose an item.

Choose an item. Choose an item.

Content

Choose an item.

Choose an item. Choose an item.

Interactivity

Choose an item.

Choose an item. Choose an item.

Formative Assessment

Choose an item.

Choose an item. Choose an item.

Homework

Choose an item.

Choose an item. Choose an item.

Feedback

Choose an item.

Choose an item. Choose an item.

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Review of assessments and moderation project As part of the constant quest for improving practices in the FBMS, two external reviewers were tasked to review a sample of two L5 assessments from each departments in 2021, two L7 assessments in 2022, and to provide an evaluation of improvements in 2023.

The external reviewers were experienced academics in higher education, who are wellconversant with university of technology educational requirements. Drawing on the CPUT moderation template, a rubric was developed to review each assessment in terms of whether the assessment met the following requirements, to mention a few: • SAQA (2012) level descriptor requirements / level of academic challenge; • Level of challenge to include reading analysis, critical thinking and problem-solving; • Question types for authentic assessments and professional learning; • Alignment of answers in the memorandum with questions in the question paper; • Technical details of cover page, mark allocation, etc.

• Internal and external moderation comments and reviews.

This UCDG project provided valuable insights of assessment and moderation practices in the FBMS. The reviewers provided comprehensive in-depth reports for each year of the project. The reports included a general overview report for the faculty, as well as individual departmental reports for each assessment and moderation report submitted for review.

Based on the reports provided, faculty and departmental webinars were designed to support staff with assessment improvements. Academic development webinars included: (1) setting assessments for higher education; (2) setting assessments with appropriate outcomes and associated assessment criteria; (3) moderating assessments using the CPUT rubric; (4) moderation as quality management measure, and (5) imperatives for setting assessments that align with the CPUT LTA Policy (2021) and CPUT Procedures and Rules (2022). The final year of this project revealed a marked improvement in assessments with at least 80% of assessments meeting the requirements as noted in the bulleted points above. There is, however, still work to do for constant improvement and to maintain the positive assessment and moderation gains in the faculty. The faculty is pleased with the rigour of the external review, the professionalism of the external reviewers and the feedback provided in each report. The recommendations are noted for further improvement.

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Academic development webinars for AY2021 and AY2022 Academic development in the FBMS is ongoing each year, where a list of LTA topics are provided in order for each department to plan LTA sessions for the year, depending on the theme or departmental need for development.

The following support sessions, amongst others, were facilitated as faculty webinars and/or departmental facilitation sessions during 2021 and 2022: • Workshops and webinars on assessments in HE and moderation; • Enhancing, advancing and implementing V2023 objectives; • Curriculum renewal; • Graduate attributes in curriculum; • Developing lesson plans for learning and teaching; • Interactive learning and teaching; • Teaching with case studies and scenarios; • Portfolio development for Teaching Excellence Awards; • Improving programme and subject guides according to FBMS templates, and • Undergraduate research principles according to the FBMS Undergraduate Research Framework

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Decolonising the curriculum remains a topic of discussion, as presented by Prof Mlamuli Hlatshwayo (UKZN): Decolonising the curriculum: from theory to practice Academics and students in the global South continue to raise their voices in calling for the decolonisation and transformation of curricula in higher education. Largely influenced by the slavery/colonialism/apartheid, the university in the global South is a deeply contested site that is seen as harbouring and maintaining coloniality, oppression and structural marginality.

This presentation focused on emergent critiques at the outdated and alienating curriculum knowledge in the university, as well as shifting the discourses in offering (epistemic) solutions to the crisis facing curricula in the global South. The sites of curriculum construction/design; teaching and learning; and assessment all offer a useful discursive space for curriculum interventions/transformation/decolonisation. The presentation ended with philosophical and practical implications for curriculum decolonisation in the global South.

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Decolonization of the curriculum continues in different guises, such as the multilingualism/ translanguaging project where tutors are skilled to facilitate tutorials using mother-tongue instruction and to code-switch in the interests of improved understanding of subject content. Similarly, curriculum renewal calls for constant engagement with literature that align with students’ frame of reference in order for students to align existing knowledge with new knowledge within a identifiable situational context. For learning to find traction, epistemic access must consider students situational learning contexts.

The FBMS Undergraduate Research Framework In recognition of the importance of undergraduate research as a high impact pedagogy that incorporates many different learning strategies, a FBMS Undergraduate Research Framework was developed as a guideline for the kinds of research knowledge and skills to be included at each level of undergraduate study. A dominant purpose of the Undergraduate Research Framework is to include research at each level of learning and to incrementally increase the academic demand in preparation for post-graduate studies.

It is acknowledged that research requirements might not necessarily be the same in all programmes of study. Departments would, therefore, use the framework to incorporate the most appropriate research knowledge and skills for authentic or simulated research projects that meet academic and industry norms. Research, as with language, resides within the domain of all lecturers, and all lecturers should, therefore, include research either as an integrated project or an individual assessment.

Teaching Excellence Awards The FBMS supports all opportunities for staff to gain recognition for excellence in teaching that supports student learning and improves academic performance regarding subject knowledge, skills and attributes. Given the range of academic support initiatives in the FBMS, the faculty celebrates improvements as a result of own and/or faculty support.

AY2021 and AY2022 provided many opportunities to think differently about LTA practices and nudged many lecturers out of LTA comfort zones. The following awards were made in celebration of teaching excellence.

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Teaching Excellence Awards – 2021 Recipient

Department

Award and Amount

Mr P Bikhani

Accountancy

Departmental Award R15 000

Ms R Barday

Applied Legal Studies

Departmental Award R15 000

Ms N Davids

Cape Town Hotel School

Departmental Award R15 000

Ms F De Klerk

Human Resource Management

Departmental Award R15 000

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Faculty Teaching Excellence Award Dr C Hattingh

Tourism and Events Management

Faculty Award R30 000

Teaching Excellence Award Recipients: 2021 From L to R: N Davids (Departmental Award) – Cape Town Hotel School); D Scholtz (Ass Dean: L L&T); R Barday (Departmental Award) Department of Applied Legal Studies

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Teaching Excellence Awards – 2022 Recipient

Department

Award and Amount

Mr F Omar

Human Resource Management

Departmental Award R15 000

Mr N Peck

Tourism Management

Departmental Award R15 000

Faculty Teaching Excellence Award Dr L Gie

Human Resource Management

Faculty Award R30 000

Dr J Hemmonsbey-Lodewyk

Sport Management

Faculty Award R30 000

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Academic Development Documents completed in 2021-2022 As noted elsewhere in this review, several LTA resources were developed to support LTA in the Faculty of Business and Management Sciences. The summary of resources is as follows: • The FBMS Guidelines for Teaching in an Online Environment • The FBMs Guidelines for Online Assessments for Lecturers • The FBMS Guidelines for Online Assessments for Students • The FBMS Strategies to Mitigate Misconduct in Online Assessments • The FBMS Multimodal Resource for LTA • The FBMS Graduate Attributes in Curriculum Project: 2021-2023 • The FBMS Smart LTA, V2030, Curriculum Renewal and 21st Century Skills Implementation Plan • The FBMS Undergraduate Research Framework

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All resources, presentation slides and webinar recordings are uploaded to the faculty Sharepoint Information Hub, for ease of access to all academic and support staff in the faculty.

The FBMS Best Practice Webinar It has become annual practice in the faculty to showcase best practices in LTA by inviting staff to present at the Best Practice Webinar. This previously in-person event, changed to being online in 2021. The webinar is open to all academic and support staff to present and to attend.

Recipients of Teaching Excellence Awards in any given year are requested to share their innovations in LTA at the Best Practice Webinar. The theme for AY2021 was ‘Extraordinary times in Higher Education – Challenge or Opportunity?’, with the guest speaker being Dr Xena Cupido, Director: Fundani. Dr Cupido’s keynote address focused on ‘ReTurning to a Pedagogy of Love in a State of Flux: Disruptive Times Disruptive Measures’, encouraging staff to continue a pedagogy of love and courage but to maintain self-care during extraordinary times in higher education.

The theme for the FBMS Best Practice Webinar for AY2022 was, ‘Engaging (hybrid) learning and teaching for access and success’, where guest speaker, Dr Vincent Bosman shared perspectives on, ‘The pedagogical imagination: Our response, a pedagogy of transformation’.

The faculty places a high premium on staff development and staff development initiatives, to

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equip staff with knowledge, skills and attributes for innovative LTA practices aimed at optimal student academic performance and success. While innovations in LTA are important to keep track with current developments, it is equally important to revisit and entrench pedagogical theories, practices and institutional rules and procedures. The assessment and moderation project is a case in point, where practices need to be revisited and reviewed to ensure that staff and students benefit from the educational agenda in the FBMS.

Student Support Initiatives Student support is deemed to be that which is offered over and above class-based learning, i.e., outside of formal lecturer-student class interaction. With additional classes, peer support and lecturer consultations, this is often where learning happens and where learning is consolidated, Some LTA initiatives are listed below: • Translanguaging learning support: The purpose of translanguaging is to allow students to articulate thoughts in their first language, to clarify and consolidate understandings, with tutors providing translations of concepts and facilitating language use from specific first languages to English. The objective of translanguaging tutors is to assist students with improving conceptual understanding, improve writing skills and to articulate understandings confidently in English. The objective of this initiative is to enhance student learning, improve academic performance and increase employment possibilities.

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•

Each year student support champions are appointed in all departments across the faculty, including teaching assistants, tutors, mentors and retention officers. Peer support augments formal LTA as facilitated by lecturers and is supervised by subject lecturers in term of the kinds of support provided to students Although peer support is targeted at first-year students, tutorials are facilitated for undergraduate students at all levels.

•

The L&T Co-ordinator co-ordinates the peer support project in the faculty and is the liaison person between Fundani and the faculty regarding training, appointments and other matters. The L&T Co-ordinator and the Ass Dean: L&T conduct regular

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

feedback sessions with peer support champions via meetings, surveys (two surveys per year, one survey at the end of each semester), in addition to peer support representation at the faculty First-Year Experience committee. Feedback ensures that the student voice is heard – feedback from surveys and research findings are shared at faculty FYE and L&T meetings.

•

Research on Peer Support: In 2021 and 2022 surveys were conducted with peer support champions to determine their perspectives of providing peer support. This study resulted in a paper submission which was accepted, with publication pending. Further studies were conducted using focus groups for TAs, mentors, tutors and retention officers respectively, as well as with students who received support from student support champions. This research is currently in progress for publication and will be shared with faculty. Studies on peer support in the FBMS have been shared at national and international conferences.

•

The faculty secured several grants to further enhance student success and acknowledges the grants received as follows:

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Sector Education and Training Authority (SETA) grants and allocations 2021 SETA

PURPOSE

AMOUNT

FASSET Finance, Accounting, Management Consulting and Other Financial Services sector

Academic Support (PIVOTAL) 300 students @ R56 000.00 per student

R16 800 000.00

FASSET Finance, Accounting, Management Consulting and Other Financial Services sector

Bursary Scheme with Academic Support 67 students R90 000.00 per student

Total R6 030 000.00

PSETA Public Service Sector Education and Training Authority

Work-Integrated Learning for 135 students

R5 031 000.00

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•

Over the years, the FBMS maintained a steady profile of providing alternate access to university studies via Recognition of Prior Learning (RPL). Each department has a RPL representative who facilitates RPL applications for access, for exemption and/or for advanced standing. RPL representatives provide support for RPL portfolio development for exemption and advanced standing, as well as to provide information on RPL for access. The faculty works closely with the RPL Unit at Fundani to refine the online application process and the RPL requirements for admission each year.

Table 3 below provides details of RPL applications and approvals for 2021 and 2022 DEPARTMENT

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RPL APPROVALS 2021

RPL APPROVALS 2022

1.

Applied Legal Studies

9

4

2.

Business and Information Administration

23

14

3.

Human Resource Management

6

8

4.

Hospitality Management

4

1

5.

Internal Auditing and FIS

1

0

6

Management & Project Management

15

8

7.

Marketing

1

3

8.

Operations Management

2

5

9.

Public Administration

6

19

10.

Real Estate

1

5

11.

Retail Business Management

4

1

12.

Tourism and Events Management`

2

1

TOTAL

74

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•

In keeping with the prioritisation of teaching with Artificial Intelligence (AI), the Department of Management and Project Management commenced with utilising advanced technology as a learning and teaching resource in support of their goal to be highly skilled and to be prepared for employment in accordance with the learning outcomes of the qualification. Several subjects, Communication 1, Financial Management 1,2,3 and 4 and Investment Analysis, are fully operational with using AI starting 2021/2022 and 2023. The Connect platform is an artificially intelligent interactive platform that has a full suite of resources and learning and teaching functionalities for online assignments that can be set up to provide, homework, practice, quizzes and examinations, with proctoring systems in place. Subject content on the platform is scaffolded through the different years and includes analytical thinking, knowledge, application, and reflective thinking aspects that can be reviewed for feedback purposes. This application has proved to be successful regarding student engagement with subject content as well as improved pass rates in the respective subjects.

•

The FYE programme and CPUT101 modules such as personal budgeting, time management, academic writing, note-taking and personal development form part of orientation as well as being integrated into appropriate subjects at first-year level. For example, a module on personal budgeting would be included in financial accounting subjects. The faculty has mandatory CPUT101 modules for each department, to create awareness on societal and social justice issues such as gender-based violence (GBV), sexual and gender diversity, as well as the judicious use of social media regarding the consequences of inappropriate postings. The faculty partners with various organisations to provide online Webinars to engage students on these delicate but important matters.

For example, the Emma Sadleir Module: ‘What University Students should know about Social Media’, reached a total of 2580 students who successfully completed the module.

Student receive a certificate from the Emma Sadleir Digital Law Academy, to be included in their career portfolios.

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With reference to being student-centric and holistic student development, student support initiatives extend beyond academic engagement and includes co-curricula activities such as GBV and gender diversity as part of transformation to change thinking and practices in the faculty. Students need to be thinkers and problem-solvers in order to be change agents in all environments and communities. To this end, the academic agenda should be broad enough to inform rational management and perspectives of social issues, and higher education should ensure that students are provided with the wherewithal to manage self and others in often challenging environments. The inclusion of 21st C skills, graduate attributes in curriculum and CPUT101 contribute towards this holistic development of graduates.

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FOCUS AREA 3 Smart RTIP that is relevant and excellent in its knowledge production GOAL 3 To increase CPUT’s trans/multi and interdisciplinary focus on mode 2 and 3 knowledge production through strategic research initiatives to develop smart technology driven solutions

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The goals of Research and Innovation in the faculty are guided by smart Research Technology Innovation and Partnerships (RTIP) that is relevant and excellent in its knowledge production.

These goals are accomplished by: 1) Developing the research capacity of a future generation of researchers/scholars, and innovators, putting CPUT at the forefront of innovation in its broadest sense; 2) Developing relevant research focus areas and strengths with continuing emphasis on research uptake in Mode 2 and 3, and some Mode 1 where relevant; 3) Strengthening the link between research focus areas, programme development/ development of future looking qualifications in postgraduate programme offerings. It is our strategic intent over the next five years to develop the 4) research capacity of researchers who are ambitious and who seek to leverage their core strengths, partner globally and solve complex issues.

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Undoubtedly, research productivity is a central foundation to our faculty’s strategic objective.

This is evidenced by the total of sixty-seven postgraduate students who were awarded degrees in 2021, (sixty-two Masters’ and five Doctoral students), as well as 65 postgraduate students in 2022 (fifty-seven Master’s and eight Doctoral students). The growth in doctoral awardees is welcomed with enthusiasm in the faculty.

Research Output Research output is a core indicator of research performance in the faculty. The faculty’s research outputs continue to increase from 32.10 in 2020 to 52.42 units in 2021 and 57.17 units in 2022. These results are testimony to the number of research capacity investment strategies the Research Unit within the faculty has undertaken in the past two years, as well as the commitment of the researchers, supervisors, and students alike.

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Figure 3: Faculty Research Output

Table 4: Research categories and output

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Category (DHET Audited & Approved)

2021

Category (DHET Submitted, unaudited)

2022

Chapters in Books

5.26

Chapters in Books

0.88

Conference proceedings

0.63

Conference proceedings

6.96

Journal articles

46.5

Journal articles

49.33

Total

52. 42

Total

57.17

NRF-Rating In 2021, three staff members in the faculty received NRF Ratings. The faculty has four C3 and two Y2-rated researchers.

Table 5: FMBS NRF Rated Researchers Prof

S

Davies

Business and Management Sciences

C3

2020-2025

Prof

B

Knott

Business and Management Sciences

Y2

2019-2024

Prof

V

Naicker

Business and Management Sciences

C3

2021-2026

Dr

SJ

West

Business and Management Sciences

C3

2021-2026

Prof

M

Twum-Darko

Business and Management Sciences

C3

2020-2025

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Staff Qualification Improvement The faculty encourages and supports staff to further their qualifications.

The list below highlights staff that have obtained a Master’s/Doctorate degree in 2021/2022.

Table 6: FMBS Staff qualification improvement Name

Year

Department

Qualification

Mr Faraaz Omar (Lecturer)

2021

Human Resource Management

Master of Human Resource Management

Mrs N Mosho (FB Instructor)

2022

Cape Town Hotel School

MTech: Tourism and Hospitality Management

Mrs N Mosho (FB Instructor)

2022

Cape Town Hotel School

MTech: Tourism and Hospitality Management

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Name

Year

Department

Qualification

Ms M Hattingh (Lecturer)

2021

Cape Town Hotel School

Master of Social Sciences (Mental Health Promotion)

Ms NL Brandau (Dept Secretary)

2021

Human Resource Management

MTech: Public Management

Dr K Zwakala

2021

Marketing

Doctor of Commerce in Marketing

Dr K Ncube

2021

Marketing

PhD: Education

Dr Samuel Enow

2021

Graduate Centre of Management

Doctor of Commerce: Internal Auditing

Dr A Sambo

2022

Operations Management

Doctor of Commerce in Management

Dr U Ramnath

2022

Sport Management

PhD in Exercise Science

Dr T Venter

2022

Sport Management

PhD: Sport and Exercise Science

Research Capacity Building The growing culture of research within the faculty is a result of the strategic intent. The faculty has been deliberate in this area, and as result has developed and identified capacity building programmes for staff and students.

5-Day Autumn Programme for Emerging Researchers The Unit for Research and Information Advancement in the Faculty arranged a 5-day research programme aimed at upskilling the staff. Fifty-two staff members in the faculty completed the programme facilitated by Dr Layla Cassiem. Dr. Cassiem is a specialist in providing research support to postgraduate students and emerging researchers in South Africa, the SADC region and more globally. The programme covered proposal development, ethics, research design and methodology, thesis writing, publishing, student-supervisor relationship management and grant application writing.

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Research Webinars The faculty introduced research webinars to further promote a culture of research excellence.

The first of a series of webinars was conducted by Prof Mike Lambert. Prof Lambert is an NRF B1-rated scientist, who has published 262 papers. He has an h-index of 55, and his research papers have been cited 8,088 times. The first of these webinars was titled “Develop a research profile and improve the visibility of your research focus.”

Staff advancement programme for Master’s studies

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A tracking system was developed early in 2021 to assess academics in need of completing a Master’s qualification. Several academic staff were identified to participate in the Masters’ Advancement Programme, which aimed at providing support for academic staff to complete their Master’s degrees. Twelve staff members started with a proposal development programme in 2021. All staff on the programme participated in weekly research workshops facilitated by senior staff members, to develop their skills and provide academic and administrative support to the participants. Funding was also made available for staff on the programme to attend a 5-day research capacity development workshop. In 2022, another cohort of 8 staff was identified and participated in research capacity development workshops.

The Master’s Advancement Programme was successful in providing staff with relevant support.

To date 7 staff members have successfully graduated in the minimum time. Staff on this programme have on various forums including Faculty Board (FB), expressed their satisfaction and gratitude for the continued support towards the advancement of their qualifications.

Sisonke Mentor-Mentee Programme There was a need to enhance the quality of postgraduate supervision at CPUT based on postgraduate students’ needs thereby improving students’ experiences and increasing research outputs. The Sisonke Programme was developed by the institution to co-create a CPUT-unique supervision mentorship programme that promotes the professional development of supervisors through the establishment of a community of practice of leading and emerging supervisors in a conducive environment. Several of our faculty academics were part of the core team from conceptualisation to implementation.

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The Sisonke Programme was launched in March 2022 and consists of series of webinars and mentor/mentee breakaway sessions. Recognition should be given to our Faculty’s Adjunct Professor Retha De La Harper for spearheading this project. The faculty also recognises the efforts of Prof Taliep, Prof Duffett, Dr Bama, Prof Mugobo, Prof Darko, Mr Singh and Dr Dube for their participation in co-creating this initiative.

Writing for Publication Prof Labby Ramrathan (UKZN) was invited to facilitate a 4-day Writing for Publication Workshop for staff. Prof Ramrathan is the editor-in-chief of the Journal of Education, and is an NRF-rated researcher who has supervised over 60 Masters and 20 PhD graduates.

The workshops were aimed at novice and emerging researchers to improve their writing and journal publication skills. This type of capacity development programme is imperative for staff who seek to boost their research portfolio. It further extends the research and innovation of the institution. Twenty staff members were involved in this project which started with a 2-day online programme. This was followed by two face-to-face workshops held at the Garden Court Hotel in Cape Town.

Supervision Workshop The faculty recognises the importance of quality supervision to improve postgraduate output.

Furthermore, there is a large cohort of novice supervisors that we aimed to develop to capacitate the faculty’s research agenda. A series of supervisory workshops were conducted

by Prof Retha De La Harpe in 2021. The supportive environment targeted specific aspects of research supervision tailored to the supervisors’ needs. The initiation gained traction with staff, many of them now formed part of the extended supervisor, Sisonke Programme.

Postgraduate Development Programmes To address the perennial problem of postgraduate students taking too long to complete their degrees, the Unit for Research and Information Advancement initiated a support programme for postgraduate students. The programme addressed the needs of returning students through weekly seminars and workshops spanning the course of the year.

The programme addresses the administration and logistics of the postgraduate journey and progresses to the proposal development and ends with thesis writing and journal publication. Students have found this initiative valuable. The programme for the new and returning students is presented in Table 1 and Table 2.

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Table 7: Programme for New Postgraduate Students Topic(s) covered

Facilitators

Preparing the student Introduction and Welcome Post Graduate Administrative processes and Faculty Research Personnel

Prof Rampersad and Prof Taliep

Time Management; Post Graduate Administrative processes; What to expect from your supervisor; Completing the MOU between supervisor and student.

Prof Taliep

How to use the CPUT library database to search for articles.

An overview of research topic selection.

Guideline overview for the completion of research proposal submission

Prof Duffett

The HDC digital system

Dr Paradza and Mrs Simons

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Proposal development Application of social theory in research: problem conceptualisation; conceptual framework to guide literature survey, research objectives and questions. Identification of a title.

Prof Darko

Determining the research aim, objectives, questions and methodology from ontological and epistemological stance of a research problem

Prof Darko

Literature review: definition of key concepts; how to conduct a literature review

Prof Dubihlela

How to use Mendeley software

Philippa Campbell

Conceptual framework

Prof Naicker

Theoretical framework

Prof Naicker

Research Methods: Delimitation of study; Data collection instruments; fieldwork; Data coding and analysis. Different collection tools.

Prof Mugobo and Prof Dubihlela

Research Ethics

Prof Darko

Faculty ethics clearance process

Prof Darko

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Topic(s) covered

Facilitators

Data Collection Data collection process; storage of data, backup data; data sharing; confidentiality; ethical practice when dealing with participants

Dr West

Academic Writing Academic writing: reading and paraphrasing; building arguments; research storyline

Dr Gie

Workshop on Atlas.ti

Dr Hemmonsbey

Workshop on Atlas.ti

Dr Hemmonsbey

Workshop on Turnitin anti-plagiarising software

Dr Kiley

Publication writing workshop

Prof Duffett

Thesis editing workshop

Dr Skinner

Table 8: Programme for Returning Postgraduate Students Topic(s) covered

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Facilitators

Research plan; Limitations of the research; Outline of the dissertation

Dr Nyathela

Academic writing

Dr Gie

Harvard system of citation and referencing (document)

Dr West

Identification of research problem (including the link between title, research problem, objectives and research questions)

Prof Tengeh

International Funding opportunities

Zinzi Nkalitshana

Application of social theory in research: problem conceptualisation; conceptual framework to guide literature survey, research objectives and questions

Dr Twum-Darko

Research methodology: paradigm; research method and research design; demarcation/ delimitation of study;

Prof Mugobo

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Topic(s) covered

Facilitators

Data collection instruments; fieldwork

Prof Mugobo

How to write a thesis • Different structures/ formats of a thesis • How to write a high-quality thesis, with each of the chapters gone through in detail. Particular attention is turned to the literature review

Dr West

• University requirements for thesis submission • The thesis examination process in detail. Examination of the typical examiner’s form so that the student can see the kinds of things examiners will be looking for Common mistakes to avoid in academic writing.

Mrs Simmons

Workshop on Atlas.ti

Dr Hemmonsbey

Workshop on Atlas.ti

Dr Hemmonsbey

Workshop on Turnitin anti-plagiarising software

Dr Jerome Kiley

Publication writing workshop

Prof Duffett

Thesis editing workshop

Dr Skinner

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Postgraduate Writing for Publication Master’s students must submit proof of submission of a journal article for publication before being allowed to graduate while doctoral students need to have at least one article published.

In 2021, a faculty initiative resulted in a 2-day coaching workshop, facilitated by Prof Taliep.

Students’ draft manuscripts were prepared and polished for journal submission.

Multi and Transdisciplinary research The rapid and vast transformation that global human societies and the environment are undergoing result in numerous, closely linked societal and environmental challenges and as

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such multidisciplinary research is conducted within the faculty. The Department of Sport Management is engaged in trans-disciplinary research with Health & Wellness Sciences, on a Rooibos tea Exercise Study. As a collaboration between the Sport Management Department (and CSBTR) and the Research Institute: Applied Microbial & Health Biotechnology Institute (AMHBI), a Master’s research project was upgraded to a PhD, supported by Senate. The high standard of work also facilitated the additional capacity building and collaboration with the University of Vienna and North-west University.

The Tourism and Events department is actively engaged in a project on developing a community-centred cannabis value chain model for the Western Cape. Staff from the Human Resource Management department and Department of Public Administration and Governance are involved in a project on the Impact of Early Childhood Development. The external partners are Vuya Foundation (NPO 038-585) and School of Public Leadership (SPL) Faculty of Economic and Management Sciences University of Stellenbosch. Project leaders are Prof Harry Ballard, Dr Liiza Gie and Ms Daphne Morrison. The research report has been approved and closed out by the Research Ethics Committee: Social Behaviour and Education at the University of Stellenbosch prior to its submission to VUYA Foundation (sponsor) and the School of Public Leadership. A further expected outcome is the publication of an article.

The Marketing department’s Prof Duffett was involved in a collaborative project with the Stellenbosch University which focused on the importance of physical activity to reduce obesity and the associated non-communicable diseases, which decreases the risk of dying from COVID-19.

FBMS Women Mentorship Programme The faculty hosted its first meeting of the Women mentorship programme in December 2022. Women in academia face barriers and societal limitations that prevent them from advancing their careers, and this programme is aimed at empowering ladies to pursue excellence in leadership, research and professional development and will provide a confidential space for discussion around topics related to career growth, institutional

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knowledge and development, upward mobility and the importance of a positive self-image.

Senior academics have stepped forward to mentor women in the faculty and much enthusiasm has been received from FBMS women for this programme.

Visibility and international acclaim for Research and Innovation Future Professor Programme In 2021 Associate Professor Sharhidd Taliep from the Department of Sport Management was nominated and awarded as a fellow on the Future Professors Programme (FPP). The FPP serves the best and brightest of a transformed nextgeneration South African professoriate. It is one of six national collaborative initiatives hosted by the Department of Higher Education and Training (DHET) and individual South African universities.

The competitive programme aims at preparing early to mid-career academics through crossdisciplinary and inter-university peer networks inside and outside the fellowship programme. Prof Taliep has undergone three key components of this programme, weekly seminars, baseline evaluation and international engagement. The faculty is proud to support Prof Taliep through his journey as a fellow on the programme.

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Associate Professor Sharhidd Taliep Department of Sport Management

The faculty has increased the integration of human and technology-based research outputs and this is evident in the involvement in the many national and international programmes.

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Table 9: National and International Programmes Title

Outcome

CPUT Departments External Researchers involved partners

Workshop facilitation for IDM academics – 22 June 2021

Programme design and development

Dr Liiza Gie

FBMS Human Resource Management Department

Institute of Development Management, Lesotho

Online classes, Hochschule Koblenz

Keynote speaker at the “World Experience: The pandemic’s impact on education” conference held by the Romanian American University on 20 April 2021

Prof Duffett

Marketing

Hochschule Koblenz

Presentation at the African Marketing Academic Colloquium that targeted marketing academics in Africa

Development and advancement of marketing education and to close the marketing skills gap.

Prof Duffett

Marketing

African Marketing Academic Colloquium

Financial support from Cape Town Tourism, R94 520.00 which was negotiated in exchange for a two-day training manual/program that forms part of Cape Town Tourism’s Transformative Tourism Model. The training manual was completed in 2021 and titled “Neighbourhood Experience Development Training Manual 2022” and was developed to help SMMEs navigate the many challenges and hurdles that come with running a successful tourism business, particularly in Cape Town’s local informal areas (townships).

To establish a formal basis of cooperation in support of CPUT post-graduate students

Ms Mandisa Silo

Department of Tourism & Events Management

Cape Town Tourism

Online classes to the Romanian American University (RAU) students on 9 – 11 November

Romanian American University (RAU)

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Title

Outcome

CPUT Departments External Researchers involved partners

linkages between Mount Kenya University and CPUT

This partnership was initiated to strengthen ties and forge mutually beneficial discussions for opportunities for exchange programmes, joint supervision of postgraduate students, staff and student mobilities, curriculum review and development

Dr Hillary Bama

A national study titled, the impact of COVID-19 on the hospitality establishments in South Africa

The purpose of the study was to make recommendations for the recovery of the establishments and also to stay afloat in the “new normal”

CTHS Cape Town academic Hotel School team (Dr NyathelaSunday, Ms Davids, Ms Septoe, Mrs Menze, Mrs Banoobhai, Mr Sinthumule, Mrs Seager, Mr Van Rensburg and Advocate Laubscher)

Department of Tourism & Events Management

Mount Kenya University Dr Earnest Safari, CPUT alumni from the department of Tourism & Events

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University of Johannesburg, University of Mpumalanga, Durban University of Technology, and the University of Venda.

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Centres of Excellence and Research Centres Our research portfolio has expanded, and the four centres have begun engaging in world class research projects.

The Centre for Sport Business & Technology Research (CSBTR) The Centre for Sport Business & Technology Research (CSBTR), incorporating the Sport Performance Laboratory (SPL), previously known as the Human Performance Laboratory was approved by Senate and Council as a new research entity in 2021. The relocation of the Sport Management Department to the new educational site at Newlands Cricket Ground (NCG) in 2023 signifies that the department and the Faculty of Business & Management Sciences are affirming important strategic changes to better align and position our research imperative.

The vision of the Centre is to be a research entity of outstanding excellence and innovation, in line with ONE SMART CPUT, creating leaders in the field of applied sport and leisure research to find solutions to South Africa’s scientific and socio-economic challenges. The CSBTR’s function was organised to support two institutional research niche areas, notably for Focus Area 1: Bioeconomy & Biotechnology; and Focus Area 5: Human, Health & Social Dynamics.

Inter-related research components • • • •

Research and facilitation of postgraduate supervision.

Exercise testing and rehabilitation.

Community engagement.

3rd stream income generation through external project funding; conferences; equipment/ venue usage; and technology development/ testing.

Highlighted Activities Approved officially in 2021, the centre has already delivered ground-breaking research which has also attracted external media attention. A total of 10 publications have been produced

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as well as television and radio interviews in 2022. The Sport Management Department’s research work will be housed within the CSBTR, physically located alongside the SPL, which will feature world class testing equipment and dedicated research staff and technicians. The new site also has a dedicated postgraduate learning and research space, with direct access to the library with a specialist selection of sport-themed books and resources, as well as the SPL to conduct sport science and sport technology related research projects. The SPL provides the space and cutting-edge technology to pursue research and enhance education and technical training in terms of human performance in sport and related activities and sport technology, including human factors and ergonomics. The CSBTR has a dedicated office at the SPL and will bring in additional funding and expertise to support the CPUT research programme.

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Key CSBTR projects The Rooibos Exercise Study is a collaboration between the CSBTR and the Research Institute: Applied Microbial & Health Biotechnology Institute (AMHBI). Various research outputs also emanated from staff involved in the project.

HAN University, Netherlands, and CPUT have a joint project, where postgraduate students from CPUT and HAN University students will work together in interdisciplinary approaches to assist in projects in the community around the Western Cape. A CPUT Masters student is connected with this project.

As an on-going part of SPL’s strategic research initiatives to initiate and strengthen research capacity, an MoU was signed this year between CPUT Sport Management Department and Rotterdam University of Applied Sciences and Karel de Grote Hogenscholen, which further strengthens the laboratory’s commitment to internationalisation and research collaboration.

External Funding Grants/ Applications in 2022 include: • An HEI Seed-Funding application; • The NRF-Protea application (Mega-Event Legacy); and • The British Academy, Research Writing Retreats application (collaboration with Bournemouth University, UK).

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Selected research outputs linked to CSBTR projects: •

Couto, U. & Knott, B. (Eds.), (2022). Title of publication? Conference proceedings of the 5th International Conference on Events (ICE2021), 16-18 November, Cape Town, Cape Peninsula University of Technology: 158-171.

•

Davies, S.E.H., Marnewick, J.M, Kamati, O.V. and Bester, D (2022). The power of transdisciplinary research for business innovation: The case of Rooibos as a potential ergogenic sport drink. 8th International Conference on Business and Management Dynamics, 7–8 September 2022, South Africa. Published in peer reviewed proceedings. Current Aspects in Business, Economics and Finance Vol. 8. Editor Dr. Chun-Chien Kuo. Publisher – B P InternationalISBN-13 (15) 978-81-19039-04-3 (Print); ISBN-13 (15) 978-81-19039-06-7 (eBook).

•

Davies, S.E.H. (2022). A comparative analysis of financial and employment indicators at volunteer supported events in the Western Cape Province, South Africa. African Journal of Hospitality, Tourism and Leisure, 11(4), 1301-1316. DOI: https://doi. org/10.46222/ajhtl.19770720.292

•

Hemmonsbey, J. & Knott, B. (2022). Sport event tourism organisations and resilience theory – a systematic literature review. Event Management. DOI: https://doi.org/10.3 727/152599522X16419948695116 [Impact factor: 1.159]

•

Knott, B., Hemmonsbey, J. & Moyo, T. (2022). Measuring the contribution of events and festivals to social sustainability. In: Couto, U. & Knott, B. (Eds.), Conference proceedings of the 5th International Conference on Events (ICE2021); 16-18 November, Cape Town, Cape Peninsula University of Technology: 158-171.

•

Knott, B. & Tinaz, C. (2022). The Legacy of Sport Events for Emerging Nations.

Frontiers in Sports and Active Living, 4:926334. Doi:10.3389/fspor.2022.926334.

•

Moyo, T., Duffet, R. & Knott, B. (2022). Corporate social responsibility in professional sport organisations: a developing country perspective. Int. J. Sport Management and Marketing, 22(5/6), 444-457.

•

Moyo, T., Duffet, R. & Knott, B. (2022). An Analysis of Cause-Related and Social Marketing Strategies in the South African Sport Management Industry. Sage Open, 1-13. DOI: https://doi.org/10.1177/21582440221108181S

•

Moyo, T., Knott, B. & Duffet, R. (2022). Exploring the relationship between corporate social responsibility and the marketing performance of professional sport organisations in South Africa, Sport in Society, 25(12): 2415-2433. DOI: 10.1080/17430437.2021.1945035

•

Teunissen, R. A. G., Dierx, J. A., Venter, T., Young, C. T. & Titus, S. (2023). Managing international, intercultural, and interdisciplinary collaboration in health and well-being capacity building: lessons learned within the CASO higher education project. Studies in Higher Education, 48(1), 49-62.

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Media highlights •

Davies, S.E.H. (2022) Interview (live) SABC Radio Good Hope – Africa Day – Rooibos indigenous plant.

•

Knott, B. (2022). Hosting the World Cup: what Qatar can learn from South Africa about nation branding. The Conversation, 4 December. Available: https://theconversation. com/hosting-the-world-cup-what-qatar-can-learn-from-south-africa-about-nationbranding-195657

•

Knott, B. (2022). What Qatar can learn from SA about nation-branding. Channel Africa, SABC Radio Interview, 5 December. Available: https://omny.fm/shows/the-upside/whatqatar-can-learn-from-sa-about-nation-branding#sharing

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The Centre for Tourism Research in Africa The Centre for Tourism Research in Africa (CETRA) is CPUT’s research hub for tourism-related research and is based in the Tourism & Events Management Department within the Faculty of Business & Management Sciences on the District Six Campus. CETRA’s mandate is to highlight the institution’s contribution to tourism and hospitality teaching and research by advancing research excellence, facilitate research activities, unite university researchers and practitioners domestically and internationally and to provide research facilities for researchers and students.

Despite the challenges faced by the tourism and hospitality sector due to COVID-19 induced regulations, CETRA made notable contributions. Academic staff members in the department are encouraged to produce impactful knowledge that offer practical solutions to African problems.

Working towards achieving the institutional vision as outlined in the CPUT’s Research and Technology Innovation (RTI) Blueprint and V2030 remains at the heart of CETRA’s activities. The active participation in research by the CETRA team through collaborative research activities, partnerships, industry, and colleagues has enabled the growth of this research hub.

In 2020/2021, the Department of Tourism & Events Management within the faculty partnered with Cape Town Tourism to establish a formal basis of cooperation in support of CPUT postgraduate students. The department received financial support from Cape Town Tourism amounting to R94 520 which was negotiated in exchange for a two-day training manual/ programme that forms part of Cape Town Tourism’s Transformative Tourism Model. The training manual was completed in 2021 and titled “Neighbourhood Experience Development Training Manual 2022” and was developed to help SMMEs navigate the many challenges and hurdles that emerge with managing a successful tourism business, particularly in Cape Town’s local informal areas (townships).

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The Department of Tourism & Events Management, represented by the Head of Department Ms Mandisa Silo and an academic staff member, Dr Cynthia Dube, are part of the Female International Research (FIRE) network. FIRE aims to consolidate existing contacts and to draw on the research competencies and resources of CPUT’s Germany partner Duale Hochschule Baden-Württemberg Ravensburg University and other African partner universities to facilitate cooperative and interdisciplinary research through structured exchanges. The Female International Research network includes female researchers from early stage (Master’s degree) to professorship.

Projects for the FIRE network include: • Development of a German – African network of female researchers from early stage to professorship; • Involvement of dual partner organisations in international, as well as cooperative research; • Promotion of international research cooperation between German and African female re-searchers (gender equality) at the Duale Hochschule Baden-Württemberg Ravensburg and the African partner universities; • Establishment of structures for joint research exchange and research projects; • Facilitation of knowledge transfer of research results to society.

Through the FIRE network, two staff members were awarded scholarships to spend three months in Germany at the Duale Hochschule Baden-Württemberg Ravensburg university for the period July-September 2022.

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CETRA Research Output •

Venske, E. (2021). Quality education: industry contributions to embed sustainability in a meeting and event management curriculum. International Journal of Event & Festival Management, 12(3), 297-313. https://doi.org/10.1108/IJEFM-12-2020-0079

•

Bama, H.K.N. & Nyikana, S. (2021). The effects of COVID-19 on future domestic travel intentions in South Africa: A stakeholder perspective. African Journal of Hospitality, Tourism and Leisure, 10(1), 179-193.

•

Bama, H.K.N. & Tichaawa, T.M. (2021). The urban legacy impacts of mega-event stadia: selected case studies from South Africa. GeoSport for Society, 14(1), 28-46.

•

Makuzva, W. & Ntloko, N. J. (2021). Developing a resort destination through the eyes of the tourist. GeoJournal of Tourism & Geosites, 37(3), 921-928.

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Brand and Digital Research Hub Launched in 2019, the Brand and Digital Research (BDR) Hub resuscitated its face-to-face engagements in 2022 after two years of virtual activities owing to the advent of Covid-19.

The main objectives of the BDR Hub are, among others to support the strategic goals of CPUT and the FBMS, with a special focus on the 4th industrial revolution, increase awareness of the research projects of the Marketing Department, explore and develop a pan-Africanist perspective regarding strategic brand and digital media management, improve research output and the quality of research output, as well as foster and leverage industry linkages.

The research of the BDR Hub is to be lauded and to date, since its launch, completed nine projects: • 17 peer-review publications in accredited journals; • 7 graduated postgraduate students; • 9 conference presentations; • 2 conference proceedings published, and • 5 book chapters published.

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Brand and Digital Research Hub Symposium: From the left: Prof Rodney Duffet, Dr Pieter Steenkamp, Dr Kuhle Zwakala and Prof Holger J Schmidt

The BDR Hub is currently involved in 24 research projects, and the total published research output for AY2022 is 8.67 with 7.5 by academic staff and 1.17 by students.

Additionally, the BDR Hub secured funding from META (Previously FACEBOOK) in the form of vouchers to the value of $99 (R1400) for Marketing Postgraduate Diploma students in 2022 to engage in social media marketing accreditation. The Hub hosted a hybrid research symposium in October to share the research of postgraduate students and supervisors, as well as international collaborations.

The Centre for Business Innovation and Incubation (BIIC) The Centre for Business Innovation and Incubation (BIIC) is one of the nine South African Innovation for Africa Universities (IAU) network partners sponsored by the British Council of South Africa.

The BIIC was awarded £100,000 in 2021 and £20 000 in 2022 by the British Council of South Africa. The purpose is to implement a sustainable inclusive industry-linked business innovation and incubation technopreneurship infrastructure to develop graduates to be venture creators and/or become employable in a rapidly changing global environment.

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Additionally, the centre received funding from the Services SETA valued at R872 000 to develop a skills demand model for South Africa Services Sector, as well as an award from Bank SETA amounting to R1.19 million. Currently, the centre boasts a total of six projects which are innovative ideas developed by students. These students, through the BIIC undergo coaching and mentoring within the centre in order to fully develop, as well as commercialise these ideas.

Okdoc Remote Healthcare Solution App

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In order to give users access to the Remote Doctors 4 All (RD4A)® Health Ecosystem we have created our own unique app called Okdoc®.

The Okdoc® App gives any patient with a smart phone access to available doctors subscribed to the RD4A® Health Ecosystem, no matter how far away they might be.

The Okdoc® App uses the latest cloud technology to offer secure real time access to medical care, offering video chat, chat transcription, authorised access to cloud based patient records that follow the patient not the doctor and acts as the first level interaction device for doctors caring for their patients. The Okdoc® app will be available for download from the Apple, Android and Huawei App stores soon.

Co-Parent Estranged Parents Communications Management App Working together on child care arrangements postseparation can be tricky if as parents you do not communicate well. Co-Parent is a proudly South African App aimed to simplify the communication process between parents. The Co-Parent App has the primary focus to facilitate and improve communication between parents, to ensure that the best interests of the child are met. This is ideal for parents who are divorced, separated, do not live together, or who have busy schedules.

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Prescription Secure Digital Medical Prescription Solution This is a fast easy cloud prescription service designed to offer security at all points starting with the doctor who is pre-vetted to be qualified to be issuing a script who initiates the script using a proprietary Digital Signature that uses the KEPT Identity, Privacy and Authority management solution to turn the script into a blockchain-based digital contract with the biometric identity of the doctor, patient and the dispensing pharmacist, all linked to the digital contract. This is to ensure that the whole process can be remotely managed with doctor, patient, and pharmacist not necessarily all present in the same location. The script is created through a video chat doctor, and the patient is authenticated through a biometric system.

Mifood MiFood is a sustainable affordable food supply-chain into low income market retail points.

The idea behind MiFood is simple secure low-cost food origination points that negotiate low rates for food that might be cosmetically challenged or discounted for distribution to street vendors and mom and pop stores within low-income areas. This contributes to ensuring food sustainability through low prices using a digital platform to manage purchase and distribution. This solution will be available as an application for any street vendor or small shop to see what supplies are available. Orders can be made directly from the source, without any middlemen to further reduce prices to the public.

“Umhlobo Woshishino” (Xhosa for “Friendly Lenders”) This digital solution is platform where borrowers and lenders can meet. The profile and reputation of both lender and borrower can be seen on the platform, thus allowing each to build a credible reputation.

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rydz.mobi Safe Ehail Mobile App This new exciting Ehailing solution developed by Plum Systems and commercialised from within the BiiC offers so much more than any other competing Ehail Apps. To start with, RYDZ offers a social firewall using the proprietary KEPT secure Identity, Privacy and Authority management platform. This is also being commercialised through the BiiC, with Biometric Single-Sign-On ensuring that any driver or passenger that breaks any of the service rules while using the service is penalised or permanently banned from the platform. In other words, as a passenger you can feel assured that the driver is trustworthy and as a driver that your passenger is trustworthy. But this means so much more as the App will warn a passenger not to get into the taxi if the correct driver assigned to that vehicle is not driving.

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RYDZ also offers passengers the ability to book in advance, share rides, and even use the Taxi as a package delivery service. RYDZ also uses the XCF Blockchain based peer-to-peer payment solution, also under commercialisation through the BiiC, to enable payment without using a card or cash. A mobile phone or even a fingerprint is enough to make a payment.

Faculty Research Ethics (FREC) and Faculty Research Quality In ensuring postgraduate development, the faculty’s Ethics Committee is rigorous in its attempt to ensure quality proposals are passed. The Ethics Committee reviews Masters and staff research projects for ethics compliance.

2021 • • • •

Applications received = 85 Ethics clearance = 26 Provisional Approval =43 Resubmission = 16

2022 • • •

Ethics clearance to date = 55 Applications received to date = 66 Resubmission to date = 11

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Research Development Practitioner A retired academic has been engaged to work with the Research and Innovation Unit to improve the research capacity in the Faculty by improving the quality of dissertations and thesis for examination and review of examiner and deposition reports thereby ensuring improved quality of submissions.

Annual FBMS Conferences The faculty’s commitment towards growing the research culture is evident in the consistency of conferences hosted annually. Conferences are a platform that provide an opportunity for growth, realistic assessment of research work and this is particularly valuable for emerging researchers and students alike.

• • •

Emerging Researcher Conference Postgraduate Conference International Conference in Business and Management Dynamics

In 2022, the Faculty in collaboration with its strategic partners, The Wholesale & Retail SETA and the British Council respectively hosted the following conferences.

• •

Wholesale & Retail SETA Conference (Retail Business Management) Inclusive Technopreneurship Forum (Business Innovation and Incubation Centre)

We are proud of our postgraduate students who presented their research at the postgraduate conference in August and the undergraduate students who presented at the Emerging Researcher Conference in November. Congratulatory well wishes were extended to all supervisors who worked tirelessly with their students for high-quality work to be showcased.

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Faculty Research Excellence Awards The Faculty Research Excellence Awards were launched in 2021 to honour and celebrate staff and students who engage in excellent research.

The 2021 awards ceremony was held at the Radisson Blu Hotel - Research Department/Unit of the year Award: Marketing department - Researcher of the year Award: Prof Rodney Duffett - Top Master’s student Award: Mr Dylan Cromhout - Top supervisor Award: Prof Jobo Dubihlela

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The 2022 Achiever Awards was held at the Cape Town Hotel School. The guest speaker was Dr David Phaho, CPUT’s Deputy Vice Chancellor: Research, Technology, Innovation and Partnerships. The evening was well attended and provided an opportunity to honour the staff and students in distinct categories.

-

Research Department of the Year Award: Public Administration & Governance Researcher of the Year Award: Prof Brendon Knott Emerging Research of the Year Award: Dr Hilary Bama Supervisor of the Year Award: Prof Robertson Tengeh Top Doctoral Student of the Year Award: Dr Lance Barbier Top Masters Student of the Year Award: Miria Claude Eulalie Okouwadela

L to R: Dr H Bama, Ms M Silo, Mr N Peck

Prof B Knott

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FOCUS AREA 4 Smart Human Capital and Talent

GOAL 4 Promote a culture of human-centricity and smart people of integrity, mutual respect, and excellence, who nurture collaboration, and are innovative in support of One Smart CPUT

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The FBMS is the largest faculty in the university, boasting 575 staff members. This total includes permanent and contract staff. The graph below provides an illustration of permanent vs. contract staff.

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Figure 4: Permanent and contract staff in the Faculty The staff composition of the faculty is classified according to the following categories as displayed in the table below.

Table 10: Classification of permanent and temporary appointments Appointment Types: Permanent

Total

Appointment Types: Temporary

Total

Permanent Admin

68

Claim Students

57

Permanent Academic

161

Claim Academics

37

Permanent General Workers

06

Moderator/Examiner

122

Contract Admin with Benefits

10

Contract Admin: Less than two years

25

Contract Academics with Benefits

22

Contract Academics: Less than two years

68

TOTAL

267

308

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Staff Profile Figure 5 below provides the age analysis of permanent academic and admin staff within the faculty, while Figure 6 zooms into the age analysis of Professors, Associate Professors, as well as Senior Lecturers.

Figure 5: Age analysis of Faculty permanent academic and admin staff

Figure 6: Analysis of Professors/Associate Professors and Senior Lecturers

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In an effort to work towards stability and long-term sustainability, the faculty embarked on a robust process to fill vacant positions, thus reducing the number of contract staff. In January 2022, there were 114 vacancies, and the year closed with 44 completed appointments, 4 in progress, 5 at approval stage by Senex, and 24 that had to be re-advertised. This is a significant increase from the 10 appointments made in 2021.

To note, of the 28 newly appointed academic staff members in 2022, 26 possess a Master’s degree, while 2 hold a PhD. Table 11: Summary of recruitment statistics at the end of 2022 Completed

In progress

Approval stage (Senex)

Re-advertised

Academic – 28

Academic – 1

Academic – 5

SL – 20

Support – 16

Support – 3

Total: 44

Total: 4

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HOD’s – 4 Total: 5

Total: 24

Furthermore, the faculty has continuously displayed commitment in aligning with the university’s Employment Equity (EE) strategy. To this end, the EE classification of the new appointments can be noted on the table below.

Table 12: New appointments by race and gender 2021 African

Coloured

Indian

White

Foreign National

Male: 2

Male: 0

Male: 0

Male: 1

Male: 0

Female: 1

Female: 4

Female: 1

Female: 1

Female: 0

Total: 3

Total: 4

Total: 1

Total: 2

Total: 0

Table 13: New appointments by race and gender 2022 African

Coloured

Indian

White

Foreign National

Male: 11

Male: 4

Male: 2

Male: 2

Male: 1

Female: 10

Female: 6

Female: 1

Female: 5

Female: 2

Total: 21

Total: 10

Total: 3

Total: 7

Total: 3

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Value and Celebration of staff Staff retention and succession planning are some of the topical matters within the faculty, as they can be disruptive to business operations if left unaddressed. Retaining talented and experienced employees is beneficial for maintaining institutional knowledge, fostering a positive work culture, and ensuring continuity in productivity. As such, the faculty is intentional about valuing and celebrating staff members.

Faculty Achiever Awards Winners Table 14: FBMS Achiever Awards Winners 2021

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Name

Surname

Award Category

Prinesh

Bikhani

FBMS Annual Awards - Teaching Excellence Awards

Raygaanah

Barday

FBMS Annual Awards - Teaching Excellence Awards

Nadia

Davids

FBMS Annual Awards - Teaching Excellence Awards

Frances

De Klerk

FBMS Annual Awards - Teaching Excellence Awards

Chris

Hattingh

FBMS Annual Awards - Teaching Excellence Awards

Thersia

Thersia Conolly

FBMS Annual Awards -Administrative Assistant Award

Nicole

Umwizerwa

FBMS Annual Awards -Administrative Assistant Award

Jo-Anne

Ridder

FBMS Annual Awards - Secretary Award

Marketing

FBMS Annual Awards - Departmental Award

Virimai

Mugobo

FBMS Annual Awards - Researcher Award

Jobo

Dubihlela

FBMS Annual Awards - Supervisor Award

Simon

Nsengimana

FBMS Annual Awards - Doctoral Award

Dylan

Cromhout

FBMS Annual Awards - Masters Award

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Table 15: Faculty Achiever Awards Winners 2022 Name

Surname

Award Category

Liiiza

Gie

FBMS Annual Awards - Teaching Excellence Awards

Janice

HemmonsbeyLodewyk

FBMS Annual Awards - Teaching Excellence Awards

Faraaz

Omar

FBMS Annual Awards - Teaching Excellence Awards

Nizaam

Peck

FBMS Annual Awards - Teaching Excellence Awards

Jonathan

Solomons

FBMS Annual Awards -Administrative Assistant Award

Daphne

Morrison

FBMS Annual Awards - Secretary Award

Amiena

Sallie

FBMS Annual Awards - Secretary Award

Robertson

Tengeh

FBMS Annual Awards - Departmental Award

Brendon

Knott

FBMS Annual Awards - Researcher Award

Hilary

Bama

FBMS Annual Awards - Emerging Researcher Award

Robertson

Tengeh

FBMS Annual Awards - Supervisor Award

Lance

Barbier

FBMS Annual Awards - Doctoral Award

Miria

Claude Eulalie Okouwadela

FBMS Annual Awards – Master’s Award

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Celebration of staff achievements is shared at FEC and FB meetings respectively. The Dean shares faculty highlights at each of these meetings during his presentation.

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FOCUS AREA 5 Smart Internationalisation

GOAL 5 To develop a unique CPUT multi/global cultural community by building capacity and awareness in teaching and learning, research, innovation, and engagements, that will ensure students and staff can act as global scholars, employees and employers

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Enhance CPUT’s global footprint and stature as a Smart UoT Smart internationalisation efforts continued through utilising the affordances of technology, despite the consequential restrictions on international travel for staff and student mobilities.

This strategic goal of smart internationalisation is driven and embedded by the departmental representatives serving on the Faculty’s Forum for Internationalisation. The virtual internationalisation efforts included two workshops on Collaborative Online International Learning (COIL), which were led by facilitator Eva Haug from the Netherlands. Haug is a wellknown educational advisor for internationalisation of the curriculum.

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Attracting eminent international scholars and visiting professors The faculty actively seeks to liaise with distinguished researchers and visiting lecturers from across the world. We firmly believe that this pursuit is a worthwhile activity that will significantly contribute to the advancement of our educational and research endeavours.

Consequently, during the latter part of 2022, when international borders were re-opened, the Faculty hosted a total of 17 esteemed scholars from Germany, Romania, and Portugal.

Furthermore, the faculty had the opportunity of hosting Professor Mark Saunders, a globally recognized expert in research.

The faculty also welcomed twenty-seven (27) exchange students from Germany and the Netherlands, as well as seventeen (17) visiting academics, during the second half of 2022, when borders were reopened.

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Exchange students during a township and cultural tour

Unlock opportunities for strategic partnerships Discussions and negotiations with prospective international partners, in line with our strategic intent, resulted in eight (8) MOU’s being signed during 2021 and 2022 with the following universities: Rotterdam Business School, Rotterdam University of Applied Sciences (Netherlands), JAMK University of Applied Sciences (Finland, renewal), Hochschule München University of Applied Sciences (Germany), International School of Business and Research (ISBR) (India), Obafemi Awolowo University (OAU) (Nigeria), OTH Regensburg University of Applied Sciences (Germany), and Romanian- American University of Applied Science (Romania), as well as the renewal of two (2) MOU’s with Hochschule Anhalt University of Applied Sciences (Germany), and Fontys University of Applied Sciences (Netherlands). Currently, the faculty boasts a total of thirty-five (35) active MOUs with partner universities globally.

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Table 16: University partnerships No.

International University

Country

1

Aalen University

Germany

2

Abertay University (E+)

Scotland

3

Anhalt University of Applied Sciences

Germany

4

Carinthia University of Applied Sciences and (E+)

Austria

5

Coventry

UK

6

Dortmund University of Applied Sciences and Arts

Germany

7

Fontys University of Applied Science

Netherlands

8

International School of Business and Research

India

9

Istanbul Bilgi University (E+)

Turkey

10

ITechnische Hochschule Ingolstadt

Germany

11

JAMK University of Applied Sciences

Finland

12

Karlstad University

Sweden

13

Koblenz University of Applied Sciences

Germany

14

Malmo and Lundt University

Sweden

15

Mendel University (in Brno)

Czech Rep

16

Moscow State University

Russia

17

Münster University of Applied Sciences

Germany

18

Munich University

Germany

19

Neu-Ulm University of Applied Sciences

Germany

20

Nürtingen-Geislingen University of Applied Science

Germany

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No.

International University

Country

21

Obafemi Awolowo University (African Institute for Science Policy and Innovation and Institute for Entrepreneurship and Development Studies)

Nigeria

22

Odisee University (E+)

Belgium

23

Osnabrück University of Applied Sciences

Germany

24

Polytechnic of Porto (P.PORTO) (E+)

Portugal

25

Ravensburg University of Applied Sciences

Germany

26

Romanian American University (E+)

Romania

27

Rotterdam University of Applied Sciences (Business School) E+

Netherlands

28

Szczecin University (E+)

Poland

29

University of Applied Sciences and Arts Northwestern Switzerland (FHNW School of Business)

Switzerland

30

University of Economics in Bratislava (E+)

Slovakia

31

University of Applied Sciences (OTH) Regensburg

Germany

32

Worms University of Applied Sciences

Germany

33

University of Namibia

Namibia

34

Sol Plaatje University

South Africa

The faculty is committed to strengthening such partnerships as they afford both our staff and students with opportunities to travel the world and return to share the experience. It is also through these collaborations that the faculty can benchmark, ensuring that we remain on par with international practices. As such, our international partner universities hosted eight (8) students and fourteen (14) staff members from the faculty in the following nations: Belgium, Romania, Turkey, Portugal, Germany, Dubai, Finland, France, and the Netherlands.

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Ms Zimasa Ndaba from the Tourism and Events Department during a visit to DHBW Ravensburg, Germany

Dr Kuhle Zwakala and Prof Tudor Edu at the Romanian American University, Romania

Maximising Active International Partnerships Student engagement in online international activities was encouraged, such as Retail Business Management students participating in business Simulation Game through our collaboration with Munster UAS, involving more than 10 universities; students from the Marketing department participated in the X-culture project which was a collaboration of more than 100 international universities. Our partner university in Germany, Osnabruck UAS, introduced a global classroom which was held online with Tourism students. Additionally, through the Marketing department’s collaboration with Koblenz UAS (Germany), a marketing Doctoral student was awarded a full scholarship to spend 3-years abroad for study and work purposes, as a research assistant.

On 22 September 2022, a webinar that was attended by 128 guests (staff and students) was hosted by Campus-France and the French Embassy. The purpose of the webinar was to share study abroad and scholarship opportunities across France universities.

The following Erasmus+ International Credit Mobility (ICM) funding applications were successful and secured during 2021 which will support staff and student mobilities: • Bilgi university in Istanbul, Turkey – collaboration with the Sport Management Department; • Rotterdam University of Applied Sciences (Business School) in the Netherland – collaboration with the Sport Management department, and • University of Economics in Bratislava – collaboration with the Marketing Department.

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In the latter part of 2021, the faculty supported an application of a Masters’ student from the Sport Management Department for the Brian O’ Connell (BOC) Scholarship programme to study at Karlstad University in Sweden, a member of the SANORD Nordic region. Her application was successful and in 2022 Ms Namhla Matwa spent a semester abroad as a scholarship recipient.

The first Hybrid Inclusive Technopreneurship Forum (ITF), sponsored by the British Council, was held by the Business Innovation and Incubation Center on August 16 and 17, 2022. To inspire African graduates to become technopreneurs, the ITF is a community-building program that aims to bring together African universities, partners, as well as international universities. On 27 October 2022, the Tourism and Events Management Department conducted its first virtual International Day. International partner universities that work with the department, as well as business partners, attended the event. The faculty closed the 2022 academic year with planning in full swing for the inaugural FBMS Hybrid International Week scheduled for 06 – 07 March 2023.

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FOCUS AREA 6 Smart engagement and strong links with quintuple helix partners GOAL 6 Ensure the relevance and excellence of CPUT’s academic and research programmes through the development of linkages within a quintuple helix environment

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As a faculty within a smart university, there is collaboration and engagement with external stakeholders across all research and teaching activities, as well as WorkIntegrated Learning (WIL). Stakeholders’ relationships and strategic partnerships are key to driving innovation. As One Smart CPUT, we are committed to collaboration and knowledge exchange with industry, society, as well as the public sector, and to partner with a wide range of stakeholders in respect of the quintuple helix concept.

In 2021, most engagement took place through virtual platforms owing to the Covid-19 pandemic. However, when lockdown regulations were relaxed, face-to-face engagements resumed. The faculty strengthened its involvement in institutional programmes, going beyond the university scope. Flagship events and collaborations of the faculty included career guidance workshops with Engen.

Engen career guidance workshops

Learners at the Engen career guidance workshop

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Ahead of Youth Month, long-time supporter of education and youth development, Engen recently hosted career guidance workshops to help learners explore exciting career options open to matriculants who excel in STEM subjects. In association with the Cape Peninsula University of Technology (CPUT), the workshop sessions were held at Manzomthombo Secondary School on 21 May 2022, as well as Belgravia Secondary School on 28 May 2022 and were open to all Grade 10-12 leaners enrolled on the Engen Maths and Science School (EMSS) programme. According to Dr James Nyawera, Engen’s Manager of Transformation and Stakeholder Engagement, EMSS seeks to harness the potential of talented young people in difficult circumstances and to contribute to the pool of scarce skills in the country. Supplementary tuition is provided to approximately 1 800 under-privileged Grade 10-12 learners across South Africa through the EMSS programme every year. To continue attracting and growing talented young minds, Engen offers a bursary programme, which aims to develop our countries future experts and leaders. In 2021, Engen invested R11.9 million in Learnerships and Bursaries. Furthermore, as a company that is passionate about progress and seeks to provide opportunities for talented young adults to explore new horizons, Engen’s Graduate Development Programme offers recent graduates valuable work experience across a broad range of business functions. The collaboration started through strategic alliance between Engen and FBMS has now grown throughout the university.

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The Heritage Careers Expo The Heritage Careers Expo is an initiative of the office of the Deputy Minister of Higher Education, Science, and Innovation, made possible by a collaborative partnership from nine (9) SETAs: CATHSSETA, FoodBev SETA, MICTSETA, FP&M SETA, Services SETA, Transport SETA, Wholesale and Retail SETA, AgriSETA and the Insurance SETA. This event specifically features careers in the heritage sector and is aimed at putting into sharp focus careers in the heritage and cultural sectors.

The inaugural event was held in April 2019 at Constitution Hill, Gauteng Province. Approximately 1500 learners got a taste of the world of food, fashion, and the arts. The 2nd Annual Heritage Careers Expo took place from the 06 May 2021 to 08 June 2021 as a hybrid month-long campaign that included roundtable discussions, behind-the-scenes content capturing and masterclasses. In 2022, the event was hosted in face-to-face mode, and CPUT was identified as the Western Cape host. The Tourism and Events Management, as well as the Hospitality Management departments represented the FBMS. The faculty’s own celebrity Chef, who is also a Lecturer within the Hospitality Management department, Chef Lufuno performed a live cupcake demonstration.

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Live cupcake demonstration - From left: Vice Chancellor Prof Chris Nhlapo, Deputy Minister DHET, Mr Buti Manamela, Acting Manager Strategic Initiative & Project (FBMS), Ms Andiswa Mrasi and HoD: Tourism & Events Management, Ms Mandisa Silo

Gender Mainstreaming Webinar The faculty, represented by the Acting Manager: Strategic Initiative and Project Ms Andiswa Mrasi participated as a respondent during the Gender Mainstreaming Webinar held on Friday, 26 August 2022 with theme “Gender Mainstreaming (Inclusive Of Disability) In The Workplace” To Enhance A Gender-Responsive Environment”. The webinar, which was an initiative of the office of the Vice Chancellor recognised the 2022 Women’s Month theme: “Women’s Socio-Economic Rights, Empowerment and Resilience”. It was delivered by Ms Imelda Diouf, a gender mainstreaming and women’s leadership expert, as well as an expert on Family Studies.

In our adoption of the quintuple helix concept, we have deliberately built and maintained partnerships in key categories namely, industry, government, academic, and civil society. These partnerships have a direct impact on the graduate attributes that the faculty developed to ensure that our students leave the university as fully transformed global citizens. Table 18 displays a sample of some of the faculty’s strategic stakeholders.

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Table 17: Strategic stakeholders at FMBS Industry

Professional Bodies

Academia

Civil Society

Marketing: Black Work Agency, Marcus Evans (SA), AFMS Group (Pty) Ltd

South African Board for People Practice

International Universities = 30+

Drakenstein Association for Persons with Disability

Property and valuation groups (Rawson Developers, DDP Valuers, Banks, Rodes and Associates, Village and Life Facilities Management)

Association of Certified Fraud Examiners (ACFE)

African Universities: University of Namibia, St. Augustine (Tanzania), University of Port Harcourt (Nigeria), University of Jos (Nigeria)

Heritage: Desmond & Leah Tutu Foundation, Castle of Goodhope.

District Six Museum

Wholesale & Retail (Woolworths, Shoprite, Brights, Pepsi Co, Unilever, Coca Cola, Clicks, TFG)

Southern African Institute of Government Auditors

South African Universities: TUT, DUT, UWC

Shelter: Beautiful Gate, Haven Night Shelter, The clothing bank, Unakho Children’s Home

Sports & Leisure (SAFA, Cape Town Spurs, WP Cricket Association, etc.)

Public Service Commission

TVET colleges: Northlink, Orbit (Rustenberg)

Educare: Sophumelela Educare Centre, Molo Songololo

Tourism & Hospitality (V&A Waterfront, Steenberg Farm, SA Forest Adventure, The Vineyard Hotel, The Commodore Hotel, Marriot Group etc.)

South African Council for Property Valuers

Schools: Manzomthombo High, Belgravia High, Vuzamanzi Primary, Isikhokelo Public Primary, ID Mkize High, Herschel Girls High

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As a faculty, we are grateful to our partners for the reciprocal relations we have built and maintain. We have a firm belief that strategic partnerships with quintuple helix partners create an opportunity for a collaborative approach in addressing societal challenges. By working together, we can develop solutions that have a greater impact that they would individually.

Though we place emphasis on external stakeholder management, the same energy is invested when it comes to internal stakeholders. The Unit for Strategic Initiative and Projects (SIP) is responsible for conceptualising and implementing strategic projects that are aimed at harnessing internal stakeholder management within the faculty. In addition, the SIP Unit provides support to departments in implementing both internal, as well as external stakeholder engagements. In the period under review, the faculty engaged in a number of projects in the area of internal stakeholder management. Some of the flagship projects include:

FBMS Annual Women’s Day To honour and celebrate the contributions and accomplishments of our exceptional women, the FBMS hosts a special annual Women’s Day event in August. This is in commemoration of National Women’s Day acknowledging the central role of all women in South African society. The event was launched in 2021 in a virtual format, followed by a live streamed event in 2022. The theme is drawn from the international women’s day theme for each specific

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year. Guest speakers are invited to share their experiences in a panel discussion format. The target audience of this important event is all women within the faculty, irrespective of age, and professional level.

HOD Capacity Development Programme The faculty launched the Head of Department (HoD) Capacitation Development Programme, which is designed to assist HODs to manage and lead, to feel empowered and confident to execute their role. The objectives of the programme are: • Capacitate newly appointed HoDs. • Can be used as a refresher course by existing HoD. • Ensuring knowledge transfer and retention - most of the modules are presented by experienced HoDs in the Faculty.

• Contribute to positioning the university as an employer of choice.

• Integrate performance development as a leverage to developing and growing staff.

The programme launched on the 09 December 2022 at the Cape Town Hotel School, and was attended by a number of HoDs from the faculty, the Assistant Dean: Research & Innovation, Prof. Renitha Rampersad, as well as the founder of Black Wolf Inc, the agency that developed the programme.

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Language Webinar The faculty hosted a language seminar on 26th August. The seminar theme was: ‘The use of Differentiated language teaching strategies during the Covid-19’. The keynote speaker was Prof. Sivakumar Sivasubramaniam, an Extraordinary Professor at the University of the Western Cape (UWC).

Heritage Webinar The Heritage Day Webinar was hosted by the FBMS on 23 September 2021, with the theme, ‘Celebrating Heritage Day amid Covid-19 and insurrection - Quo Vadis South Africa’?

The keynote speakers were Prof Rajend Mesthrie: Emeritus Professor of Linguistics at the University of Cape Town and Prof Janet Condy: Research Chair of the Literacy Development Research Unit, Faculty of Education CPUT and Dr Heather Nadia Phillips: PostDoctoral Fellow in the Postgraduate programme CPUT.

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FOCUS AREA 7 Smart student engagement and learning experiences GOAL 7 Creating a smart, holistic CPUT student experience

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Creating a smart, holistic university student experience involves incorporating technology, fostering a supportive environment, and addressing various aspects of a student’s life. The faculty focuses on the following strategic areas:

Campus Life Campus life plays a crucial role in shaping the overall university student experience. It encompasses a wide range of activities, events, and opportunities for personal growth and engagement.

First Year Experience (FYE) /CPUT101 The FBMS has a functional FYE programme that includes well-planned orientation and peer support in the form of TAs, ROs Tutors and Mentors. The FYE programme and CPUT101 modules such as personal budgeting, time management, academic writing, note taking and personal development have been implemented as planned in the Faculty.

As part of the FYE /CPUT 101, the faculty partnered with various organisations to provide online Webinars to engage students on various societal and social justice issues such as Gender-Based Violence (GBV), sexual and gender diversity and decolonization via the D6 Museum. These CPUT101 projects were funded by the UCDG as noted in the UCDG report below.

Extended Curriculum Programme (ECP) in the FBMS The Extended Curriculum Programme (ECP) in the FBMS includes ten instructional programmes that form part of different diploma programmes of study. Extended Curriculum Programmes in the FBMS commenced in 2013, with 333 students in 9 programmes of study, and 273 students in 2014. This number has grown to 1212 and 1197 in 2020 and 2021.

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E-Coaching for ECP students The Dell Foundation provided funding for an e-coaching project. Three coaches were appointed that engaged with At-Risk ECP students in one-on-one and/or groups sessions.

The e-coaching project was facilitated and co-ordinated by Fundani Centre for Higher Education Development (CHED).

Final-Year Experience

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In 2022, the faculty started developing a final-year experience that focuses on training students in the area of entrepreneurship. The purpose of the programme is to conscientize students to the possibility of using knowledge, skills and attributes acquired during study for financial gain. Many students enter higher education with the intention of finding employment and working in the formal sector, but this is not always a feasible option given the fact that seamless transfer from university to the world of work is scuppered by lack of employment opportunities. The entrepreneurship programme was developed in 2022 for implementation in 2023.

District Six Project The District Six (D6) Campus of CPUT is built on land that previously belonged to a historic area known for forced removals during the apartheid era. The FBMS has a partnership with the D6 Museum, where students attend workshops and residents of D6 share stories of life in D6. Students complete a project for assessment and learn to relate to a past which previously might not have had meaning before. A CPUT website article (11 October 2022), is shared below.

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Re-Imagining the Past to Shape the Future HISTORY LESSONS: Business and Information Administration Department Students engaged in conversation with District Six ex-residents on the rooftop garden at the District Six Museum.

As the country celebrated Heritage month, the Business and Information Administration Department in the Faculty of Business and Management Sciences collaborated with the District Six Museum (D6M), and engaged all second year Diversity Management students and International exchange students in workshops re-imagining and exploring the past at the Homecoming Centre in Cape Town.

Mandie Richards, senior lecturer and subject co-ordinator, advised that although the workshop focused on forced removals in District Six, forced removals were not synonymous to District Six, as the Group Areas Act passed on 27 April 1950 by the apartheid government was responsible for the separation and segregation of people into residential areas based on their race, which in itself was a social construct, throughout South Africa.

Mandy Sanger, the Education Manager at the D6M, engaged students in active conversations about colonialism, white privilege, culture, identity, language, restitution and human dignity.

Teams of students participated in role play and enacted scenarios on stage in the Avalon Theatre, which was previously known as the Fugard Theatre, and possible future stars were born, as the student audience applauded a few dramatic performances highlighting the suffering experienced by people in South Africa.

As the past influences the present and often shapes the future, District Six ex-residents accompanied students on guided tours to sites in District Six and shared their stories. Jasmina Salie, an ex-resident and author, shared the pain she and her family endured when they were forcibly removed from District Six to Hanover Park, where she still resides.

Second-year student Zena Julie shared the story of her grandmother’s forced removal from Newlands and finally settling in Mitchells Plain, and added that the workshop provided her with a greater understanding of the past and the impact of apartheid.

Richards was joined at the workshops by Fidelis Chu, the subject lecturer on the Wellington Campus, who shared his insights on the importance of history and how it shapes students’ understanding of

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the present. Students engaged in further conversation over lunch which was held on the rooftop garden overlooking the City Hall and Table Mountain.

Richards further stated that to enhance the understanding of students, the conversations at the workshops were integrated into the Diversity Management curriculum. Students had to identify a challenge in their community and explore ways as to how they would make a difference in communities by sharing their knowledge and skills or creating awareness thereby empowering communities.

“The workshop concluded with teams presenting their project plans which included homework clubs in communities, volunteering their services as tutors, neighbourhood watch to ensure the safety of the community, to creating awareness about gangsterism, teenage pregnancy and gender-based violence and feedback was provided to each team,” added Richards.

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Richards advised that the future of the country was in the hands of the youth, and that this required that they be part of the narrative and that their voices and contributions be valued. The challenges raised by the teams and solutions as to how they would address them in their communities, provided her with hope that “this cohort of students will be global citizens and agents of change”.

Written by Kwanele Butana Email: butanak@cput.ac.za

Dry campus Liquor abuse is often a contributor to traumatic incidents that result in death and disability of people at a relatively young age. Liquor abuse amongst university students continues to be an increasing concern in South Africa. While university students are mostly of legal liquor consumption age, some lack understanding of the short and long-term consequences of liquor abuse. These vary from dropping out of university, road fatalities, health issues (various cancers, liver disease, alcohol fetal syndrome, injuries), unprotected sexual engagements, and gender-based violence to name a few. As such, FBMS together with the Convocation partnered with external stakeholders to deliver the Dry Campus initiative. A substance abuse and GBV awareness campaign was attended by over 80 students at the Bellville campus. This event, which was attended by the Vice-Chancellor, Prof Chris Nhlapo as well as the Registrar, Mr Sello Mokoena, created a platform for liquor manufacturers to engage with students on one of the most topical issues facing the youth of South Africa, that being substance abuse.

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Substance abuse and GBV awareness campaign at the Bellville campus From left: Ms Andiswa Mrasi (moderator), Mr Athenkosi Nyangiwe (Convex member), Ms Zuki Gaqavu (Distell), Mr Lucky Ntimane (National Convener – National Liquor Traders), Mr Ivan Waldeck from (SANTACO) and Ms Nonkosi Tyolwana (Acting Dean of Students)

Student Chapters Some departments within the faculty have established student chapters. These chapters provide students with opportunities to connect with peers, gain practical experience, and further their knowledge and skills in specific fields. The two fully established chapters within the faculty are with the Institute of Internal Auditors, as well as with the South African Board for People Practices.

Student support Student success is at the core of everything that is done within the faculty. As such, there is ongoing analysis of needs, in order to ensure that the most relevant support is provided.

Some of the available support includes:

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Language support: The faculty has a language committee that looks at activities such as translation, building glossary, academic writing support. Each department within the faculty has a representative in the language committee.

Mental Health: The faculty regularly monitors the uptake of counselling services available within the university by students from the faculty. The table below is an example of statics for a given period. This is to ensure that the faculty has a better understanding of challenges facing our students.

Table 18: Student support

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FBMS Food Drive While providing sustenance to needy students was a continuing ad hoc activity for many staff members, this was formalised as a faculty project since 2021. The food drive was mooted by staff members in the HRM department, with requests for food parcels from all FBMS members. A list of food items and toiletries was provided, with each parcel given to a needy student during the study week, before the FISAs commenced. This food drive project is ongoing and is implemented at the end of each year.

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Community Engagement, Work-Integrated Learning, Service Learning The faculty achieves community engagement (CE), work-integrated learning (WIL), and service learning (SL) through a coordinated and collaborative approach by departments and support divisions. The goal is to meet the CPUT and faculty policy criteria as much as possible by actively engaging stakeholders and members. As a result of the Covid-19 pandemic, with learning and teaching mostly taking place through virtual platforms during the period under review, there was not much activity in CE, WIL and SL. In the latter part of 2022, some departments managed to implement projects as listed below.

Table 19: Community Engagement, Work-Integrated Learning, Service Learning Projects

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Department

Name of Project

Project

Department Entrepreneurship and Business Management

Disabled Entrepreneurs in Cape Town Area and Adjacent Townships

Keep database of all disabled run businesses in Cape Town region with the determination to assess and solve their problems

Department Management and Project Management

Energy Project: How to Reduce Loadshedding in South Africa

Collection of data and formulatation of energy solutions that will help their communities.

Department Human Resource Management

Community Capacity Building

Students are required to select a community-based organisation and conduct 60 hours of SL with at least one HRM activity

Department of Sport Management

RUAS Bike Project

Collaboration with Rotterdam University of Applied Sciences and an NPO in the Netherlands who are refurbishing old bicycles, and dispatching these bikes to other parts of the world to improve circle economy.

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With the planned full return to campus in the 2023 academic year, all departments within the faculty have submitted their WIL placement plan. A total of 1856 students from the faculty will be placed in industry.

Table 20: WIL placements for which year?

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We are grateful to our industry partners who afford our students placement opportunities. It is our strategic intent to ensure that we produce graduates who are industry ready. Our industry partners also play a key role in departmental advisory boards. The purpose of the advisory board is to ensure that our qualifications are relevant and meet industry needs and standards.

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FACULTY RISK MANAGEMENT

GOAL 8 Ensuring proactive quality and risk management by identifying and mitigating risks. Performance and Accountability

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In support of the institutional ONENESS principle, FBMS aligns its interventions to the strategies as annotated in the ERM Framework and Methodology, namely, to enforce accountability, link risk management to decision-making, embed and integrate risk management in business processes, communicate risk and risk treatment widely and manage organizational and individual performance for ERM. Taking cognizance of the Combined Assurance Reporting requirements, the Combined Assurance Approach within FBMS has been to take a multi-faceted, multi-dimensional but integrated approach (as depicted in Figure 1 below). With this context, mindful and purposeful interventions were undertaken by the faculty to improve Risk Management understanding and further embed Risk Management. The approach comprises four dimensions which are leveraged integratedly, namely, Focus (on the End in Mind as articulated in the strategies above); Educate (by building capacity in Risk Management understanding and practical application); Collaborate (by working with staff to craft DRRs and unpack processes) and Continuous Improvement (resulting from the aforementioned and monitoring and feedback loops).

Faculty Risk Management

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Figure 7: FBMS Combined Assurance Approach

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a. Faculty Enterprise Risk Management Awareness - The institutional Enterprise Risk Manager was invited to do a presentation on Enterprise Risk Management at the FBMS Faculty Board in 2021. Risk champions per department were identified (with a secondus) and have attended Risk Management training sessions as facilitated by the institutional Enterprise Risk Manager. In addition, as part of a deliberate strategy to support Departmental Risk Champions, additional engagement and Risk Management training was provided as part of the FBMS Risk Champions Forum (a unique FBMS initiative). These sessions allowed space and time for engagement to improve understanding of deliverables, insights and shared communities of practice, despite the uniqueness of departments. Dates and topics covered are as follows: Table 21: FBMS Risk Champions Forum- Dates and topics Session

Date

Topic/(s)

1

16 July 2022

Roles and responsibilities of Risk Champions

2

16 August 2022

Risk Terminology

3

28 October 2022

Controls

Very informative workshop, level of engagement is very high we wish to see engagement of this nature more often

I have gained more clarity on the expected objectives for the risk register.

Gained understanding on the common issues that the departments go through in the discussions.

Enjoyed the engagement that provided positive insights on how we can mitigate some risk issues on departmental or institutional level

Figure 8: Examples of feedback from some of the FBMS Risk Champion Forum attendees

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FBMS Risk Champions Forum: 28th October 2022

b. Strategy to support and drive the embedding of ERM in the FBMS

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- During 2022, an Acting Manager: Quality, Risk and Knowledge (QRK) Management was appointed towards the latter part of Term 2 - with a related Performance Management Agreement.

- One of the primary objectives of the role is to support FBMS Risk champions, Heads of Department and Departments in generating Departmental Risk Registers, to embed and enhance Risk Management in the Faculty.

- To further raise awareness and support an inclusive culture of individual and departmental ownership for DRRs, the QRK Manager also conducted Risk Management Training sessions at departmental meetings.

- This is seen as instrumental in ensuring that all staff understand that DRR’s are not the sole responsibility of the Departmental Risk Champion and the HOD, while also encouraging individual ownership for risk management.

- In addition, it allowed opportunity to elaborate and engage on how the understanding of departmental objectives (aligned to V2030 and the FBMS Strategic objectives) and Risk registers relate to each other.

- The role also allowed the opportunity to present Faculty views for both DRR’s and Departmental Quality Improvement Plans (DQIPs), trends within these and the ability to lift out issues which need to be addressed or solved at institutional level.

- The Acting QRK Manager also attended a once-off Barnowl training session facilitated by the ERM.

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c. Collaborative efforts to derive Faculty and Departmental Risk Registers - Bi-Annual Faculty Risk Review workshops were held with the institutional Enterprise Risk Manager in both 2021 and 2022, to review risks, identify contributing factors/ root causes and evaluate controls at both Institutional and Faculty level.

- The Risk Management journey has facilitated the collaborative review and validation of the FBMS Risk Register, the identification of emerging risks and the tracking of Key Risk Indicators (KRIs) - In addition, it has facilitated the instances where certain contributing factors/root causes need to be problem solved at institutional level and where corrective action plans were formulated where these were required.

- The outputs of the Faculty Risk Review workshops were captured on the institutional Enterprise Risk Management (ERM) System, namely Barnowl (for updating and tracking at an institutional level).

- Similarly, the ERM Manager facilitated Departmental Risk Management sessions to generate departmental Risk Registers (DRR’s) which were validated by departments – which were also captured on Barnowl for tracking and review.

- FBMS was commended by the ERM for being the first faculty to craft a Risk Register for the FBMS Faculty office.

- By December 2022, the faculty was focused on mitigating its top 3 risks, namely, Talent Management, Succession Planning and Staff Wellness; Disruption to the academic project (unstable academic environment) and Administration of Assessments.

d. Quality, Risk and Knowledge Management site on FBMS Info Hub - QRK site has been established on the FBMS Info Hub, where various pertinent information and training is available related to both Risk Management and Quality Improvement Plans.

- In addition, as part of the FBMS Info Hub clean-up, the QRK unit worked collaboratively with departments, the designer, the FBMS IT Co-ordinator and Human Capital to ensure only relevant individuals have access (and that staff who have left the employ of the institution also no longer have access). It is envisaged that the deletion and addition of employees will be automated – driven from human resource processes.

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Figure 9: FBMS Info Hub – Quality, Risk and Knowledge Management Site

e. Additional integration: Quality Management - From a Quality Management perspective, the QRK unit set out to track and follow-up actions due on a monthly basis.

- Emanating from various institutional forums, the request has now evolved to the status where departments need to feed back into the QRK unit on a monthly basis for consolidation from a FBMS perspective. (Note: This affects DQIPs, DRR & audit findings) - In addition, the FBMS faculty collaboratively drafted a Faculty Quality Improvement Plan. It is envisaged that the next step would be to operationalise the recommended improvements.

- The QRK Unit has also been proactive in collaborating with QMD and FBMS Departments with regards to Programme Reviews for 2023. The following departments have been scheduled for review: Applied Economics and Real Estate, Management and Project Management, Business Information and Administration, Operations Management, Tourism and Events and Public Administration and Governance.

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f.

Additional integration: Audit Findings, Ethics, Graduation lists, Distribution lists.

The QRK Manager role currently also plays a review role (for potential process improvement) related to audit findings. This has contributed to process improvements, data integrity and documentation review.

The FBMS Ethics survey was completed in August for 2022.

PowerHEDA data was also extracted by the QRK Unit to monitor Performance. In addition, the QRK unit is in pursuit of providing data analytics to facilitate informed decision-making.

For the December 2022 and April 2023 FBMS Graduations, special reviews were undertaken to review the data integrity of the FBMS graduation lists and the related processes resulting in these lists. The April 2023 Graduation review report was tabled at the June 2023 Deans and Directors and was well received.

Third Stream Income In the changing higher education landscape in South Africa, universities are encouraged to find creative ways of generating 3rd stream income. In recent years, government subsidies for universities have been declining. Third stream income in a university refers to revenue generated from sources other than government grants, tuition fees, and donations. The faculty has been intentional in identifying opportunities to increase its third-stream income.

This additional revenue stream assists the faculty in diversifying its funding sources and supporting a variety of activities, initiatives, and programs.

Our strategic third-stream income initiatives have been the establishment of a fully-fledged Short Course Offering Entity (SCOE), the Graduate Centre of Management (GCM) and responding to grant calls from the various Sector Education and Training Authorities (SETAs).

The Graduate Centre for Management (GCM) embraces the opportunities for skills enhancement towards life-long learning and the creation of a transformative environment in which accessibility, equity and the redress of past inequalities can be addressed. Our aim is to provide affordable, quality education based on the platform of academic and

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vocational learning, with special emphasis on executive management and related training that will encourage portability through national and international co-operative relationships.

As a centre of excellence, we offer fully accredited and articulated credit bearing professional short courses.

Table 22: GCM revenue for 2021 Income

Amount

Number of students/ projects

Programme Funded

ETDP SETA

2,250,000.00

75

OC: Career Development Information Officer

MERSETA

314,300.00

30

OC: Career Development Information Officer

LGSETA

100,000.00

2

Bursary

FASSET

4,636,425.74

191

Academic Support

FASSET

4,769,641.08

64

Bursary with Academic Support

PSETA

5,031,000.00

130

WIL

TOTAL

17,101,366.82

492

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Table 23: GCM revenue for 2022 Income

Amount

Number of students/ projects

Programme Funded

EWSETA

100,500.00

10

Project Management SC

PSETA

4,000,000.00

50

Bursary

PSETA

725,625.00

50

WIL

Services SETA

165,000.00

11

OC: Occupational Trainer

4,991,125.00

121

TOTAL

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Tables 24 and 25 below indicate the breakdown of funding received from the various SETAs during the period under review.

Table 24: SETA funding for 2021 GRANTS & BURSARIES Cape Town Hotel School - Marriott

AMOUNT (R) 626 500.00

Graduate Centre for Management (BIIC) ‘The Big Thing’

45 000 000.00

Retail Business Management – W&R SETA

9 023 255.81

GCM - ETDP SETA

1 500 000.00

CERPIA – MICT SETA

1 008 000.00

Tourism & Events Management – CATHSSETA

344 400.00

FASSET Grant 1 (300 students)

16 800 000.00

FASSET Grant 2 (67 students)

6 030 000.00

PSETA WIL Grant (135 students)

5 031 000.00

TOTAL

86 553 155.81

Table 25: SETA funding for 2022 GRANTS & BURSARIES PSETA

4 000 000.00

PSETA

725 625.00

CATHSSETA

2 525 370.00

BANK SETA

1 500 000.00

W&R SETA

3 000 000.00

SERVICES SETA C.S. Mott Foundation Meta: Facebook Digital Marketer Certification HEALTH & WELFARE SETA British Council TOTAL

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AMOUNT (R)

872 000.00 3 470 000.00 40 986.00 2 300 000.00 411 200.00 18 845 181.00

FACULTY PERFORMANCE ANALYSIS 2021 | 2022

Faculty Highlights As the largest faculty within the university, boasting a staff complement of 501 as well as approximately 12 000 students, it is quite a norm that the spotlight is on us quite frequently.

As we conclude this faculty performance review, herewith a sample of the many great activities that took place during the period under review.

Two videos have been developed to market the faculty to prospective partners and students.

Dr Aletta Neethling was appointed President of Western Cape Region of SAAA (Southern African Accounting Association) for the term 2023-2025.

Afika Xashimba (CTHS – 3rd year) chosen as part of the Junior Culinary Team for South Africa. She flew to Abu Dhabi 29 May – 03 June 2022.

Enactus SA National competition CPUT won second prize in the semi-finals in their league.

(Sport Management) Ms Namhla Matwa – successful recipient of Brian O’Connell (BOC) Scholarship (spend 4 months in Sweden at Karlstad University); 2nd successful application in two consecutive years for the FBMS

Faculty Risk Management

FACULTY OF BUSINESS & MANAGEMENT SCIENCES

Azalakhe Thsangane (ECP) represented the Western Cape in the Wheelchair division of Basketball Western Cape League.

Cape Town Hotel School was awarded 4 Star Grading by the Tourism Grading Council DHL GradStar Awards 2022 – CPUT Student gained a place in the country’s Top 100 most employable students list.

GCM was awarded a grant of GBP 20 000 to implement community-building programme (Inclusive Technopreneurship. This is an additional grant above the GBP 100, 000 granted to the BIIC to implement an inspiring-based pedagogy to develop graduates as technopreneurs – Sustainable inclusive industry-linked graduates Technopreneurship development infrastructure.

(Entrepreneurship) Ms Z Magoda recipient of NRF Grant 2022 - 2024 – Black Academics Advancement Programme (R755,000) MoU signed between the Public Service Commission and Department of Public Administration and Governance.

South African Council for the Property Valuers Profession (SACPVP) on-line practical workshop 2022 presented by Mr. Maarten Van Doensburg (Acting HoD: Unit for Applied Economics).

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Challenges and opportunities within the faculty The Faculty of Business and Management Sciences is a vibrant and dynamic faculty, but like any academic entity, it faces its share of challenges and opportunities. Over the past years of review, various obstacles were encountered, which simultaneously served as opportunities for growth and innovation. In particular, the emergence of the Covid-19 pandemic significantly impacted operations, as it did for higher education institutions globally. While the pandemic posed unique challenges, it also ushered in a new era of adaptability and resilience.

1.

Impact of the Covid-19 Pandemic

The Covid-19 pandemic disrupted the normal functioning of educational institutions, and CPUT was no exception. The transition to remote learning, lockdowns, and health and safety measures presented immediate challenges. However, it also accelerated our adoption of technology in education, opening opportunities for innovative learning and teaching pedagogies, increased flexibility, and access to a wider audience. This crisis pushed us to rethink and redesign our learning, teaching and assessment strategies for the digital age, preparing our students for the ever-evolving business landscape.

2.

Hybrid Learning and Teaching

The shift to hybrid learning and teaching, necessitated by the pandemic, presented challenges such as poor connectivity and loadshedding. These challenges continue to affect access to quality education for some of our students. However, they also highlight the urgent need for infrastructure development and the expansion of digital literacy initiatives. In overcoming these challenges, we are improving our capacity to provide a flexible, inclusive, and technologically advanced education to all students.

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3.

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Student Protest Action

Student protests have been a challenge faced by institutions nationally. These protests, while at times stemming from legitimate concerns, can disrupt the academic calendar and campus activities. However, they also provide an opportunity for dialogue, engagement, and the addressing of student grievances. Through open communication and collaboration, we aim to transform challenges into opportunities for constructive change and growth.

4.

Lengthy Recruitment Processes

Delays in the recruitment process for filling vacant or contract positions have been a concern. These delays impact the operational matters in the faculty, as well as the delivery of quality education. However, recruitment procedures are being refined to attract the best talent and align faculty positions with the faculty’s strategic goals.

5.

Senior/Experienced Staff Attrition

Faculty Risk Management

FACULTY OF BUSINESS & MANAGEMENT SCIENCES

The departure of senior and experienced staff, especially academics, affects postgraduate supervision and research output. While staff attrition is a challenge, it also provides an opportunity to rejuvenate our faculty by bringing in new voices, fresh perspectives, and diverse expertise. It reinforces the need for succession planning and investing in the development of emerging academic leaders.

The Faculty of Business and Management Sciences acknowledges the challenges posed by the Covid-19 pandemic, student protests, technology issues, recruitment delays, and staff attrition. However, we remain steadfast in our commitment to overcome these challenges and transform these into opportunities for growth, innovation, and academic excellence. These challenges are catalysts for positive change, and we are dedicated to ensuring that no student is left behind as we navigate the complexities of higher education in the 21st century.

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The future direction of the Faculty of Business & Management Sciences: Adhering to Vision 2030 and Beyond In the ever-evolving landscape of higher education, immersed in a volatile, uncertain, complex and ambiguous (VUCA) environment, the Faculty of Business and Management Sciences stands poised at the threshold of a promising future. As we gaze forward, we are guided by the beacon of Vision 2030, an ambitious roadmap for the next decade that envisions our transformation into a globally recognized institution of excellence, aptly encapsulated by the hashtag #OneSmartCPUT.

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Vision 2030 is more than just a strategic plan - it is our commitment to creating a brighter future for our students, our institution, and our society as a whole. The faculty fully embraces this vision, understanding that our role extends beyond conventional teaching and research.

We are the architects of change, the pioneers of innovation, and the custodians of knowledge.

To bring Vision 2030 to fruition, the faculty has embraced the institutional Seven Focus Areas, underpinned by Quality Assurance and Smart Risk Management. Regarding future endeavours, the faculty strives for the following; Quality Education: Our primary focus remains on delivering quality education that is current to equip students with the knowledge and skills they need to excel in a rapidly changing business and management landscape.

Research Innovation and Technology: We are committed to fostering a culture of research and innovation, pushing the boundaries of knowledge and finding solutions to complex societal challenges.

Community Engagement: Our faculty recognizes the importance of giving back to the community and fostering strong, mutually beneficial and strong links with quintuple helix partners.

Student Success: Ensuring the success of our students is at the core of our mission. We are dedicated to providing holistic support to help students thrive academically and personally.

Adhering to Vision 2030 and Beyond

FACULTY OF BUSINESS & MANAGEMENT SCIENCES

Digital Transformation: Embracing the digital age, we are harnessing technology to enhance our teaching, research, and administrative processes.

Internationalization: We are expanding our horizons by cultivating international partnerships, collaborations, and opportunities for our students and staff.

Financial Sustainability: Smart financial planning, including student enrolments and risk management are integral to our ability to fulfil our mission and provide value to our stakeholders.

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Adhering to Vision 2030 and Beyond

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As we chart our future course, we place special emphasis on several key areas: **Staff and Student Wellness**: Recognizing the importance of the well-being of our staff and students, we are implementing initiatives to support mental and physical health, creating a nurturing environment where everyone can thrive. **Building an Active FBMS Alumni Community**: Our alumni are our legacy. We are committed to fostering connections and engagement among our graduates, creating a thriving alumni network that offers opportunities for mentorship, collaboration, and lifelong learning. **Digital Media Presence**: In an era where information flows through digital channels, we are enhancing our digital media presence, using social media platforms to engage with our community, share insights, and celebrate our successes. **Co-Curricular Activities**: We are expanding our co-curricular activities, including initiatives like MoneyWize Fridays with Old Mutual and Entrepreneurship Tuesdays with the Small Enterprise Development Agency. These programmes enrich the student experience and prepare them for the dynamic world of business. **Strategic Partnerships and International Footprint**: We continue to cultivate strategic partnerships with industry, government, and academia, both locally and globally.

These partnerships facilitate research collaborations, internships, and experiential learning opportunities for our students.

As we throw the javelin forward into an impending future characterized by heightened prospects, we remain dedicated to the pursuit of #CreatingFutures. Our commitment to Vision 2030, the Seven Focus Areas, and these key strategic initiatives ensures that the Faculty of Business and Management Sciences at CPUT is not just adapting to change but leading it. Together, we will shape a brighter future for our students and contribute to the transformation of society through education, innovation, and excellence.

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Acknowledgements The Faculty of Business and Management Sciences extends its sincere gratitude to all those who have contributed to this report. Additionally, we would like to convey our appreciation to Prof Chris Nhlapo, the Vice Chancellor, for providing the foreword.

Contact information +27 (0)21 460 3729 mrasia@cput.ac.za www.cput.ac.za CPUT Faculty of Business and Management Sciences CPUT Faculty of Business and Management Sciences @wearecput @cput